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REVIEW LESSONS FOR LICENSURE EXAMINATION FOR TEACHERS

Learning Area: ASSESSMENT OF STUDENT LEARNING 1

LESSON 1
BASIC CONCEPT IN ASSESSING STUDENT LEARNING
Teaching and include a lot of instructional decisions to enhance and increase
student learning, hence, quality of instruction is strongly connected to the structure of
information on which these instructional decisions are made.
Linn (2003) stated that the student learning requires the use of a number of
techniques for measuring achievement. In order for effective teaching to take place in
the classroom, teachers must use different techniques of assessment to correlate with
the goals they have set for their students.
Measurement is the process of determining the quantity of achievement of
learner by means of appropriate measuring instruments. It is a systematic procedure of
determining the quantity or extent of all the measurable dimensions in the educative
process.
Simply, it is the quantification of what students have learned through the use of
tests, questionnaires, rating scales, checklist and other devices.
Assessment refers to the full range of information gathered and synthesized by
teachers about their students and their classroom. It may be defined also as systematic
collection, review, and use of information about educational programs undertaken for
the purpose of improving student learning and development.
Evaluation is the process of determining the quality or worth of achievement in
terms of certain standard. It is a systematic procedure of determining the quality of the
results of measurement with the end view of improving and maximizing the acquisition
of desirable, educational outcomes.
Simply, it is the process of making value judgement assigning value or decisions
on the worth of students performance.
Measurement answers the question, how much does a student learn or how?
Assessment look into how much change has occurred on the students acquisition of a
skill, knowledge or value before and after a given experience. Evaluation is concerned
with making judgement or worth or value of performance. It answers the question, how
good, adequate or desirable is it?
Types of Measurement
Objective (Testing)
Subjective (Perceptions)
Functions of Measurement and Evaluation
1. Measures students achievement
2. Evaluate instruction
3. Motivate learning
4. Predict outcomes
5. Diagnose the nature of difficulties
6. Evaluate teachers performance
7. Evaluate schools facilities
Chief Purpose of Evaluation

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The improvement of the individual learner

Other Purposes of Evaluation
To maintain standard
To select students
To motivate learning
To guide learning
To furnish instruction
To appraise educational instrumentalities
Function of Evaluation
Prediction
Diagnosis
Research
Areas of Educational Evaluation
Achievement
Aptitude
Interest
Personality
Principles of Educational Evaluation
Evaluation must be based on previously accepted educational objectives.
Evaluation should be continuous comprehensive and a cumulative process.
Evaluation should recognize that the total individual personality is involved in
learning.
Evaluation should be democratic and cooperative.
Evaluation should be positive and action-directed.
Evaluation should give opportunity to the pupil to become increasingly
independent in self-appraisal and self-direction.
Evaluation should include all significant evidence from every possible source.
Evaluation should take into consideration the limitations of the particular
educational situations.
Purposes of Educational Measurement, Assessment and Evaluation (Kellough,
1993)
1. Improvement of Student Learning
2. Identification of Students Strengths and Weaknesses
3. Assessment of the Effectiveness of a Particular Teaching Strategy
4. Approval of the Effectiveness of the Curriculum
5. Improvement of Teaching Effectiveness
6. Communication with Involvement of Parents in the Childrens Learning
Why should We Assess?
1. Diagnose students strengths and weaknesses or differences among students
2. Evaluate students achievement and progress and provide feedback
3. As a vehicle to empower students to monitor and evaluate their own progress
4. Determine teachers instructional effectiveness
5. Guide decision-making for designing interventions
6. Provide information to parents and administrators
Nature of Assessment

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1. Assessment for learning is generally formative in nature and is used by teachers to

consider approaches to teaching and next steps for individual learners and the class. It
could be done before, during and after instruction.
to determine the level of skills prior to instruction
to diagnose learning difficulties or advanced knowledge
to make necessary changes in teaching strategies
to identify and correct learning errors
2. Assessment as learning when students reflect on the results of assessments and
use the results to chart their own progress and plan the next steps to improve
performance; it builds metacognition as it involves students in setting and monitoring
their own learning goals (SELF- ASSESSMENT)
3. Assessment of learning
assessment that is accompanied by a number, letter grade, or description
(summative)
compares one students achievement with standards
results can be communicated to the student and parents
occurs at the end of the learning unit
Types of Assessment
1. Traditional
2. Authentic (Non-traditional)
A form of assessment in which students are asked to perform real-world tasks
that demonstrate meaningful application of essential knowledge and skills -- Jon Mueller
An authentic assessment usually includes a task for students to perform and a
rubric by which their performance on the task will be evaluated.

LESSON 2
CRITERIA FOR HIGH QUALITY ASSESSMENT
Introduction
McMillan (2004) explained that high-quality classroom assessment involves
concerns about how assessments influence learning and provide fair and credible
reporting of student achievement. For teachers, the primary determinant of quality is
how the information influences the students. Thus, the focus is on the use and
consequences of the results and what assessments get students to do, rather than on a
detailed inspection of the test itself.
High quality classroom assessments are technically sound and provide results
that demonstrate and improve targeted student learning. They also inform instructional
decision-making.
Criteria for High-Quality Classroom Assessment
1. Clear and appropriate learning targets
2. Appropriateness of assessment methods
3. Validity
4. Reliability
5. Positive consequences

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6. Practicability and efficiency

7. Variety
8. Balance
9. Participation
10. Fairness
11. Continuity
12. Authenticity
LESSON 3
QUALITIES OF A GOOD MEASURING INSTRUMENT
Introduction:
The development of test of any kind of test always requires the careful
consideration of the qualities of good measuring instruments. Particularly, for any
test to be effectively developed, it should carry the qualities of a good test.
The qualities of good measuring instruments include validity, reliability,
objectivity, administrability, scorability, comprehensiveness, interpretability, and
economy which all determine the effectiveness of any kind of test. Hence, for a
test to be effective, it should be valid, reliable, objective, comprehensive,
economical, and can be administered, scored and interpreted easily.
A. Validity
Validity is the most important quality of a good measuring instrument.
Validity refers to the degree to which a test measures what it intends to measure.
It is the usefulness of the test for a given measure. A valid test is always reliable.
Types of Validity
1. Content Validity. Content validity means the extent to which the content or topic
of the test is truly representative of the course.
2. Concurrent Validity. Concurrent validity is the degree to which the test agrees
or correlates with a criterion set up as an acceptable measure.
3. Face validity
4. Predictive Validity. Predictive validity is determined by showing how well
predictions made from the test are confirmed by evidence gathered at some
subsequent time.
5. Construct Validity. Construct validity of the test is the extent to which the test
measures a theoretical trait.
Factors that Affect the Validity of a Test
1. Inappropriateness of the test items.
2. Directions of the test items.
3. Reading vocabulary and sentence structure
4. Levels of difficulty of the test item
5. Poorly constructed test items
6. Length of the test items
7. Arrangement of the test items
8. Pattern of the answers
9. Ambiguity

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B. Reliability
Reliability means the extent to which a test is dependable, self-consistent
and stable. It refers to consistency and accuracy of test results. If the measures
exactly the same degree each time it is administered, the test is said to have high
reliability. A test to be reliable should yield essentially the same scores when
administered twice to the same group of students.
Methods in Testing the Reliability of a Test
1. Test-retest
2. Parallel-forms (Form A and B)
3. Split-half method
4. Kuder-Richardson Formula 21

Factors that Affect Reliability

1. Length of the test.
2. Moderate item difficulty.
3. Objective scoring.
4. Heterogeneity of the student group.
5. Limited time.
C. Objectivity
Objectivity refers to the degree to which personal judgment is eliminated in
the scoring of the test. Therefore, objectivity in test requires that the personal
opinion of the teachers does not affect the score of an individual student.
D. Administrability
Administrability refers to the ability of the test to be administered easily. To
facilitate administration of the test, instructions should be clear, simple, and
directions should be given to the students, to the proctors and to the scorer(s).
E. Scorability
Scorability is that quality wherein the test can be scored in a simplest way
and at a quickest possible time.
F. Comprehensiveness
Comprehensiveness refers to the degree to which a test contains a fairly
wide sampling of items to determine the objectives or abilities so that the resulting
scores are representatives of the relative total performance in the areas measured.
G. Interpretability
Interpretability is the quality of the test in which the test results can be
readily, easily, and properly interpreted.
H. Economy
Economy refers to the cheapest way of giving the test. Tests should be
economical and it should not be a burden on the part of the teachers.
According to Calmorin (2004), objectivity, administrability, scorability,
comprehensiveness, interpretability and economy refers to the usability. All are
considered factors that determine usability.
These five factors are: (1) ease of
administration, (2) ease of scoring, (3) ease of interpretation, (4) low cost, and (5)
proper mechanical make-up.

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LESSON 4
PRINCIPLES OF TEST DEVELOPMENT
(INSTRUCTIONAL OBJECTIVES)
Introduction:

Meaning of Instructional Objectives

Instructional Objectives refer to the objectives which are stated behaviourally.
These objectives guide the teachers in their day-to-day activities and describe the kind
of behaviour that indicates whether or not learning has taken place. Instructional
objectives are very specific.
Characteristics of Instructional Objectives
1. Specific. The objectives should be specifically stated.
2. Measurable. The objectives should be easily measured.
3. Attainable. The objectives can be easily attained.
4. Realistic. The objectives should have real results.
5. Time-bound. The objectives can be taught and achieved within the limit set.
The Taxonomy of Educational Objectives
Taxonomy is a classification of materials arranged hierarchically. It is a
classification system of learning hierarchy. Educational objectives are classified into
three domains. These domains are cognitive domain, affective, and psychomotor
domain.
Cognitive Domain. This refers to the objectives which emphasize recall or recognition
of knowledge and development of intellectual abilities and skills.
Affective Domain. This domain refers to the objectives which describe changes in
interest, attitudes and values and development of appreciation and adequate
adjustment.
Psychomotor Domain. This refers to the objectives which emphasize some muscular
or some manipulation of materials and objects some acts which require a
neuromuscular coordination.
Hierarchy of the Cognitive Domain
1 Remembering (Knowledge). Recalling and remembering previously learned
.
material including specific facts, events, persons, dates, methods,
procedures, concepts, principles and theories.
Some of the illustrative behavioural terms or verbs are:
Define
list
reproduce
find
Describe
match
select
recognize
Identify
name
state
know
Label
outline
recall
match
2
.

Understanding (Comprehension). Understanding and grasping the meaning of

something including translation from one symbolic form to another
interpretation, explanation, predictions, inferences, restating, estimation
and other uses that demonstrate understanding.
Some of the illustrative behavioural terms or verbs are:
Explain
interpret
defend
give

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Convert
estimate
Describe
Translate

illustrate
infer
represent

distinguish
extend
generalize

paraphrase
predict
rewrite

3
.

Applying (Application). This refers to the ability to use a learned rule, method,
procedure, principle, theory, law and formula to solve new situation. Using
abstract ideas, rules, or generalized methods in novel and concrete
situations.
Some of the illustrative behavioural terms or verbs are:
Change
manipulate
Prepare
solve
Compute
modify
Produce
use
Demonstrate
operate
Relate
apply
Discover
predict
Show
construct
carry out

4
.

Analyzing (Analysis). This level refers to the ability to break down materials into
component parts to indentify the relationship. This may include (1)
identification of parts; (2) analysis of the relationship between parts; and
(3) recognition of the principles involved. This level is higher than
comprehension because it requires an understanding of both the content
and structural form of the organizational principles.
Some of the illustrative behavioural terms or verbs are:
Diagram
distinguish
Infer
select
Differentiate
identify
Outline
separate
Discriminate
illustrate
point out
subdivide
Relate
compare
Contrast
classify
Categorize
analyze
break down

5
.

Evaluating (Evaluation). This is concerned with the ability to judge the value of
material for a given purpose. Judging the quality worth or value of
something according to established criteria.
Some of the illustrative behavioural terms or action verbs are:
Compare
criticize
Explain
relate
Conclude
describe
Justify
summarize
Contrast
discriminate
Interpret
support
Appraise
judge
Weigh
evaluate
Verify
confirm
Defend
decide

6
.

Creating (Synthesis). This refers to the ability to put parts together to form a new
whole. This level stresses creative behaviours with emphasis on the
formulation of new structure. This concern on arranging and combining
elements and parts into novel patterns and structures.
Some of the illustrative behavioural terms or action verbs are:
Categorize
devise
Modify
reconstruct
Combine
design
Organize
relate
Compose
explain
Plan
revise
Create
generate
Rearrange
summarize
Assemble
integrate
Propose
conclude
Synthesize

Hierarchy of Affective Domain

1 Receiving. This refers to the students willingness to give attention to the materials
.
being presented.

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Some of the illustrative behavioural terms or verbs are:

ask
give
name
choose
hold
point to
describe
identify
select
follow
locate
sit erect
look
attend
watch

reply
use
observe
listen

2
.

Responding. This refers to the active participation on the part of the students.
Students show willingness to respond and find initial level of satisfaction.
Some of the illustrative behavioural terms or verbs are:
answer
discuss
practice
report
assist
help
present
select
comply
label
read
write
conform
perform
recite
share
follow
respond
react
aid
tell

3
.

Valuing. This level concerned with the worth, value or importance a student
attaches to a particular object, situation or action. Something is perceived
as holding appositive value, a commitment is made.
Some of the illustrative behavioural terms or verbs are:
complete
follow
justify
select
describe
form
propose
share
differentiate
initiate
read
admire
explain
join
report
support
praise
assist
cooperate
participate
conserve
promote
demonstrate
work

4
.

Organization. This is concerned with bringing together different values, resolving

conflicts between them and organizing them into a value system. Brings
together a complex set of values and organizes them in an ordered
relationship that is harmonious and internally consistent.
Some of the illustrative behavioural terms or action verbs are:
adhere
compare
generalize
order
alter
complete
identify
organize
arrange
defend
integrate
prepare
combine
explain
modify
relate
propose
resolve
balance
formulate
synthesize

5
.

Characterization. At this level, the student has a value system that has controlled
his behaviour for sufficiently long time. Organized system values becomes
a persons life outlook and the basis for a philosophy of life.
Some of the illustrative behavioural terms or action verbs are:
act
listen
propose
serve
discriminate
modify
qualify
solve
display
perform
question
use
advocate
approve
justify
influence
commit
accept
assert
maintain
verify

Hierarchy of Psychomotor Domain

1 Perception. This is concerned with the use of the sense organs to obtain cues that
.
guide motor activity. It ranges from awareness of a stimulus selection of

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cues to translating cues to action in a performance.

Some of the illustrative behavioural terms or verbs are:
choose
differentiate
isolate
describe
distinguish
relate
detect
identify
separate
watch

Monitor
Observe
Listen

2
.

Set. This refers to readiness to act. It includes mental, physical, and emotional
readiness to act. Perception is an important prerequisite.
Some of the illustrative behavioural terms or verbs are:
begin
move
respond
prepare
display
proceed
show
set-up
explain
react
start
ready

3
.

Guided Response. This is the early stage in learning a complex skill. It is

concerned with initiating the act of the teacher as a model and trying out
different approaches and choosing the most appropriate ones. It includes
imitation, trial and error.
Some of the illustrative behavioural terms or verbs are:
assemble
construct
fasten
manipulate
build
dismantle
fix
measure
calibrate
display
grind
sketch
imitate
follow
copy
install
repeat
practice
trace
reproduce

4
.

Mechanism. This is concerned with performance acts that have become automatic
and can be performed with some proficiency and confidence. This is also
concerned with habitual responses that can be performed with some
confidence and proficiency.
Some of the illustrative behavioural terms or action verbs are:
assemble
construct
fasten
manipulate
build
dismantle
fix
measure
calibrate
display
grind
sketch
demonstrate
collect
draw
use
type
write

5
.

Complex Overt Response. This is skillful performance of motor acts that involve
complex movement pattern. Performance is quick, smooth, accurate and
automatic requiring a minimum of effort.
Some of the illustrative behavioural terms or action verbs are:
assemble
construct
fasten
manipulate
build
dismantle
fix
measure
calibrate
display
grind
sketch
imitate
follow
copy
install
repeat
practice
trace
reproduce

6
.

Adaptation. This is concerned with well-developed skills. In this level, the

individual can modify movement patterns to fit special requirements or a
problem situation.
Some of the illustrative behavioural terms or action verbs are:
adapt
change
revise
reorganize
alter
rearrange
varies
adjust

7
.

Origination. Creating new movement patterns to fit a particular situation or specific

problem. Learning outcomes emphasize creativity based upon highly
developed skills.

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Some of the illustrative behavioural terms or verbs are:

arrange
compose
Design
combine
construct
Originate
build
make

create
develop

LESSON 5
TEST CONSTRUCTION
After the preparation of the table of specification, the next step is the construction
of the test proper. For the classroom teachers, the construction of the test has become
a routine activity, although a number of them, still feel that objective construction (of the
test) can hardly be achieved. Because of the essential and indispensable role of that
tests play in educative process, the teachers, whether they like it or not, should possess
good understanding of the test. Hence, they are expected to write good and purposeful
questions.
Classroom teachers construct their own test items best suited to local conditions.
Thus, the quality of test items constructed depends largely on the degree of
understanding of the classroom teachers about the construction of the test and the
circumstances under which the test is applied.
The tests constructed by the teachers are called teacher-made tests. Basically,
there are two types of teacher-made tests. These are the objective type and essay type.

Essay Test
Extended
Response

Restricted
Response

Objective Test
Supply/
Constructed/
Free Response

Short Answer

Selected/
Fixed
Response

Completion

Binary Choice
(True-False)

Matching

Multiple Choice

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Preliminary Steps in Constructing Teacher-Made Tests

1. Prepare a table of specifications.
2. The test should be of various types of items.
3. Clear, concise, and complete directions should precede all types of test.
4. There should only be one possible correct response for each item in the objective
test.
5. The test items should be carefully worded to avoid ambiguity.
6. Majority of the test should be of moderate difficulty. Only very few difficult and
easy items should be included.
7. The items included should be arranged in a rising order of difficulty, that is, from
the easiest to the most difficult.
8. The regular sequence in the pattern of responses should be avoided.
9. Each test item should be independent. That is, leading clues to other items
should be avoided.
10. The test should not be too short nor too long but it can be completed within the
time allotted by all or nearly all of the students.
11. Make the answer key that contains all acceptable answers.
12. Decide upon the values of scoring.
Types of Tests
Basis of
Classification
Function

Language
Mode

Type

Description

Educational
Tests
Psychologica
l Tests
Verbal Tests

Measures outcomes or effects

of instruction
Measures intangible aspects of
learners behaviour
Consists of words; entail
reading, writing, or speaking
skills
Composed of numerals or
drawings

Non-verbal
Tests
Standardized
Nature
and Tests
Administratio
n Process

Interpretation
of Scores

NonStandardized
Test
CriterionReferenced
Tests
NormReferenced

Constructed by test experts

over a period of years.
Designed to measure broad
objectives; Administered using
uniform procedures;
Accompanied by normative
data.
Constructed by classroom
teachers; Measures specific
objectives
Scores are interpreted in regard
to a criterion, e.g. knowledge or
skills
Describes the performance of
an examinee in terms of the

Examples
Achievement Test
Intelligent Tests
Personality Test
Achievement Test
Diagnostic Test
Philippine Nonverbal Intelligence
Test
National
Elementary
Achievement Test
National
Achievement Test

Unit Tests
Quarterly Test
Periodic Test
Teacher-made
Tests
Standardized Tests

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Tests
Power Tests
Time
Requirements

Item Format

Domain/
Target
Measured

relative position in the group

Have no time limit; Measure
accuracy rather than speed of
response
Speed Tests
Have time limit; Measure
performance in terms of the
number of tasks performed in a
given time
Supply Type Requires the examinee to
Tests
provide answers to the given
items
Selective
Ask the examinee to choose the
Type Tests
correct answer from the given
options
Cognitive
Measure knowledge, abilities,
Tests
and thinking skills
Affective
Tests

Measure attitudes, values,

motivation, and social skills

Performance- Measure communication and

Based Tests
psychomotor skills as well as
learning outputs (reports,
projects, presentations)

Characteristics of a Good Test

Characteristic
Description
s
The extent to which a tests
measures what it intends to
Validity
measure

Short Answer Tests

Completion Tests
Binary Choice
(True-False)
Multiple Choice
Achievement Test
Aptitude Test
Intelligence Test
Rating Scales
Interview;
Questionnaire
Sociogram
Process Oriented
PerformanceBased
Product Oriented
PerformanceBased
How to Achieve

Content

Writing test items based

on a table of
specifications; Subjecting
the test items to
professional judgment of
experts
Superficially examining
the test items
Correlating test scores
with later academic
performance
Correlating the test
results with those of
other evaluation
measures
Administering the test
twice to the same group
of students and the
correlation is determined
Parallel or equivalent
forms of a test are

Predictive

Concurrent
or Status

Reliability

Reading Test
Typing Speed Test

Type

Face

The ability of the test to

show similar results when it
is repeated or when a
different form is used

Most classroom
tests

Test-retest

Parallel-form

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Split-half
(Odd and
Even)
Internal
Consistency

Usability

The test is within the

comprehension of the
students and easy to
administer and score. It is
also suitable to test
conditions and within budget
constraints.

administered to the
group of students, and
the paired observations
correlated.
The test is administered
once, but the test items
are divided into two
halves.
Used with psychological
test which consists of
dichotomously scored
items
Giving clear directions;
Using comprehensible
vocabulary and sentence
structure; Ensuring that
the test items are of
moderate level of
difficulty

Source: Windows on Success in LET by Villamin, A. M. 2001

Classroom Testing Process

1. Determining the purpose of the test
2. Specifying the instructional objectives
3. Preparing the table of specifications
4. Determining the items format, number of test items, and difficulty level of the test
5. Writing test items that match the objectives
6. Editing, revising, and finalizing test items
7. Administering the test
8. Scoring
9. Tabulating and analysing the results
10. Assigning grades
Principles of Test Construction
Principle
1 Comprehensiveness
.
The test should include items that
measure the content areas and
processes covered in the lesson.
2 Compatibility
.
There should be a close association
between the intended learning
outcomes and the test items.
3 Comprehensibility
.
The test items as well as the
directions should be clearly understood
by the examinees.
4 Accuracy
.
Each test item should have only one
correct answer. It should be
unanimously acceptable to the experts
concerned. Each test item should have
only one correct answer. It should be

Application
Prepare a table of specifications or a test
blueprint and use it as a guide for writing
test items.
Match the test items with the instructional
objectives.

Keep the reading difficulty and vocabulary

level of the test items as simple as
possible. Ensure that test directions are
direct and clear.
State each test items so that only one
answer is correct.

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5
.

unanimously acceptable to the experts

concerned.
Independence
The test items should be distinct
from each other. They should not be
interrelated.

See to it that one test items does not

provide help or give clues in answering
other test items.

Objective Tests
Objective tests are item types that can be scored objectively. That is, equally
competent scorers can score them independently and obtain the same results. There
are two types of objective tests. These are recall type and recognition.
In recall type objective tests, the answer is not part of the test. This includes
completion test items and enumeration test items.
Completion Test Items. This test consists of a series of items, which requires the
students to fill a word or words on the blanks provided. These test items are useful for
measuring knowledge of factual information. They are applicable to the measurement
of concepts and skills at the lower level of cognitive domain.
The following are some suggestions for constructing completion test items.
1. Avoid lifting sentences directly from the book.
2. Make the blanks uniform length to prevent length as a clue.
3. The blank as much as possible is placed in the column that precedes the
numbers of the items.
4. State the items so that the answer is limited to a word or brief phrase.
5. For numerical answer, indicate the degree of precision expected.
6. Whenever the article a or an is written immediately before a blank, write it in
the form a(n).
7. Allot one point for each correctly filled blank.
8. Prepare a key that contains all acceptable answers.
In recognition type of objective tests, the answer is part of the test. This includes
true-false, matching tests items, and multiple choice test items.
Constructing a True False Test
These test items are simply stated in a declarative form, which the students must
judge as either true or false. These test items are characterized by the fact that only
two answers are possible. They are not applicable to the measurement of concepts and
skills at the higher level of cognitive domain.
The following are some suggestions for constructing true-false test items:
1. Do not give a hint (inadvertently) in the body of the question.
2. Avoid using the words always, never, often and other adverbs that tend to be
either always true or always false.
3. Avoid long sentences as these tend to be true. Keep sentences short.
4. Avoid trick statements with some minor misleading word or spelling anomaly,
misplaced phrases etc. A wise student who does not know the subject matter
may detect this strategy and thus get the answer correctly.
5. Avoid quoting verbatim from reference materials or textbooks. This practice
sends the wrong signal to the students that it is necessary to memorize the
textbook word for word and thus, acquisition of higher level thinking skills are not
given due importance.

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6. Avoid specific determiners or give-away qualifiers. Students quickly learn that

strongly worded statements are more likely to be false that true, for example,
statements with never no all or always. Moderately worded statements are
more likely to be true than false. Statements with many often sometimes
generally frequently or some should be avoided.
7. With true or false questions, avoid a grossly disproportionate number of either
true or false statements or even patterns in the occurrence of true and false
statements.
8. Negative statements should be avoided.
9. True and false statements should not have specific arrangements to avoid
predicting the pattern of the answers.
Constructing a Matching Test Items
These test items consist of two columns in which each item in the first has a
corresponding answer in the second column. Like the completion test item and truefalse test items, they are only applicable on the measurement of concepts and skills at
the lower level of cognitive domain.
The following are some suggestions for constructing matching type test items:
1. Include only homogenous materials in each matching item.
2. Use larger or smaller number of responses than the items and allow the
responses to be used more than once.
3. The item column must be placed at the left and the response column at
the right.
4. The item column (Column A) should be numbered and the response
column (Column B) should be alphabetized to facilitate the selection of the
correct answer. All answers must be written in letters only on the space
provided in the item column.
5. Be sure that each item has corresponding pair in the response column.
6. All items must appear on one page to avoid turning of pages in the
process of matching pairs.
7. The maximum number of items is 15.
8. Set up a key that includes all acceptable answers.
Constructing a Multiple choice Tests
Multiple choice item is the most versatile type of test. It can measure a variety of
learning outcomes, from the most simple to the most complex and is applicable to
almost all subject matter content.
A multiple choice item consists of a problem and a list of suggested solutions.
The parts of a multiple choice item are: stem; and alternatives or options which consist
of distracters and a key.
Forms of multiple choice items
1. Correct answer variety
2. Best answer variety
3. Incomplete statement variety
4. Negative or exception variety
Guidelines for Constructing Multiple Choice Items
1. Do not use unfamiliar words, terms and phrases.
2. Do not use modifiers that are vague and whose meanings can differ from one
person to the next such as much, often, usually etc.
3. Avoid complex or awkward word arrangements. Also, avoid use of negatives in
the stem as this may add unnecessary comprehension difficulties.

P a g e | 16

4. Do not use negatives or double negatives as such statements tend to be

confusing. It is best to use simpler sentences rather than sentences that would
require expertise in grammatical construction.
5. Each item should be as short as possible; other wise you risk testing more for
reading and comprehension skills.
6. Distracters should be equally plausible and attractive.
7. All multiple choice options should be grammatically consistent with the stem.
8. The length, explicitness, or degree of technicality of alternatives should not be
the determinants of the correctness of the answer.
9. Avoid stems that reveal the answer to another item.
10. Avoid alternatives that are synonymous with others or those that, include or
overlap others.
11. Avoid presenting sequenced items in the same order as the text.
12. Avoid use of assumed qualifiers that many examinees may not be aware of.
13. Avoid use of unnecessary words or phrases, which are not relevant to the
problem at hand (unless such discriminating ability is the primary intent of the
evaluation). The items value is particularly damaged if the unnecessary material
is designed to distract or mislead. Such items test the students reading
comprehension rather than knowledge of the subject matter.
14. Avoid use of non-relevant sources of difficulty such as requiring a complex
calculation when only knowledge of a principle is being tested.
15. Avoid extreme specificity requirements in responses.
16. Include as much of the item as possible in the stem. This allows less repetition
and shorter choice options.
17. Use the None of the above option only when the keyed answer is totally correct.
When choice of the best response is intended, none of the above is not
appropriate, since the implication has already been made that the correct
response may be partially inaccurate.
18. Note that use of all of the above may allow credit for partial knowledge. In a
multiple options item, (allowing only one options choice) if a student only knew
that two (2) options were correct, he could then deduce the correctness of all of
the above. This assumes you are allowed only one correct choice.
19. Having compound response choices may purposely increase difficulty of an item.
20. The difficulty of a multiple choice item may be controlled by varying the
homogeneity or degree of similarity of responses. The more homogenous, the
more difficult the item.
Advantages of the Objective Type of Tests
1. An objective test can be corrected by different teachers without affecting the
accuracy of the grade given.
2. The objective test is free from personal bias in scoring due to short response
involved in each item.
3. In objective test, the validity and reliability of the test are very high due to
comprehensive sampling of the items included.
4. An objective test is less time-consuming since the responses are composed of
single words, short phrases or options are provided from which selection of the
answer is to be made.
5. Objective test is fair to students since the slow writers can accomplish the test as
fast as the fast writers.
Disadvantages of the Objective Type of Tests
1. An objective test is difficult to construct because of certain principles to be
applied in its construction.
2. An objective test encourages rote memorization rather than training to encourage
the development of the ability of the students to express, organize, and reason
out their ideas.

P a g e | 17

3. In an objective test, it is easier to cheat and guess because of the short answer
given for each item.
4. Due to adequate sampling of an objective test items, it is expensive on the part of
the teacher.
5. An objective test requires more time on the part of the teacher.
Essays
Essays, classified as non-objective tests, allow for the assessment of higher
order thinking skills. Such test require students to organize their thoughts on a subject
matter in coherent sentences ion order to inform an audience. In essays tests, students
are requested to write one or two or more paragraphs on a specified topic.
Essay questions can be used to measure attainment of a variety of objectives.
Stecklein (1995) has listed 14 types of abilities that can be measured by essay items:
1. Comparison between two or more thing
2. The development and defense of an opinion
3. Questions of cause and effect
4. Explanations of meanings
5. Summarizing of information in a designated area
6. Analysis
7. Knowledge of relationships
8. Illustrations of rules, principles, procedures, and applications
9. Applications of rules, laws, and principles to new situations
10. Criticisms of the adequacy, relevance, or correctness of a concept, idea, or
information
11. Formulation of new questions and problems
12. Reorganization of facts
13. Discrimination between objects, concepts, or events
14. Inferential thinking
Advantages of Essay Type of Test
1. The essay test can easily be prepared.
2. It trains students for thought organization and self-expression.
3. It is economical.
4. It affords students to develop their critical thinking.
5. the essay test can be used to measure higher mental abilities among students.
6. It minimizes cheating and memorization.
7. It minimizes guessing.
Disadvantages of Essay Type of Test
1. Due to limited sampling of items, the test may become invalid and unreliable
measure of abilities.
2. Questions usually are not well-prepared.
3. It is difficult to score.
4. Scoring is highly subjective due to the influence of the teachers personal
judgment.
5. It is time consuming on the part of the teachers and students.
Rules in Constructing and Grading Essay Tests
1. Phrase the direction in such a way that students are guided on the key concepts
to be included.
2. Inform the students on the criteria to be used for grading their essays. This rule
allows the students to focus on relevant and substantive materials rather than on
peripheral and unnecessary facts and bits of information.
3. Put a time limit on the essay test.

P a g e | 18

4. Decide on your essay grading system prior to getting the essays of your
students.
5. Evaluate all of the students answers to one question before proceeding to the
next question.
6. Evaluate answers to essay questions without knowing the identity of the writer.
7. Whenever possible, have two or more persons grade each answer.
LESSON 6
TABLE OF SPECIFICATION
A TOS, sometimes called a test blueprint, is a table that helps teachers align
objectives, instruction, and assessment (e.g., Notar, Zuelke, Wilson, & Yunker, 2004).
This strategy can be used for a variety of assessment methods but is most commonly
associated with constructing traditional summative tests. When constructing a test,
teachers need to be concerned that the test measures an adequate sampling of the
class content at the cognitive level that the material was taught. The TOS can help
teachers map the amount of class time spent on each objective with the cognitive level
at which each objective was taught thereby helping teachers to identify the types of
items they need to include on their tests. There are many approaches to developing and
using a TOS advocated by measurement experts (e.g., Anderson, Krathwohl, Airasian,
Cruikshank, Mayer, Pintrich, Raths, & Wittrock, 2001, Gronlund, 2006; Reynolds,
Livingston, & Wilson, 2006).
LESSON 7
ITEM ANALYSIS
Item Analysis is a statistical technique which is used for selecting and rejecting
the items of the test on the basis of their difficulty value and discriminated power
OBJECTIVES OF ITEM ANALYSIS
To select appropriate items for the final draft
To obtain the information about the difficulty value(D.V) of all the items
To provide discriminatory power (D.I) to differentiate between capable and less
capable examinees for the items
To provide modification to be made in some of the items
To prepare the final draft properly ( easy to difficult items)
STEPS OF ITEM ANAYSIS
Arrange the scores in descending order
Separate two sub groups of the test papers
Take 27% of the scores out of the highest scores and 27% of the scores falling at
bottom
Count the number of right answer in highest group (R.H) and count the no of right
answer in lowest group (R.L)
Count the non-response (N.R) examinees
Item analysis is done for obtaining: a) Difficulty value (D.V) b) Discriminative power
(D.P)

LESSON GUIDE ASSESSMENT OF STUDENT LEARNING 2

Topic :

Portfolio Assessment

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What is Portfolio Assessment?

A purposeful, on-going, dynamic, and collaborative process of gathering multiple
indicators of a pupils growth and development
A systematic and organized collection of evidence used by the teacher and
student to monitor growth of students knowledge, skills and attitudes in specific
project are
A purposeful, collaborative, self-reflective collection of student work generated
during the process of instruction
A purposeful collection of student work that exhibits the students efforts,
progress and achievements in one or more areas of the curriculum
A systematic collection of student work and related material that depicts a
students activities, accomplishments, and achievements in one or more school
subjects
A collection of a students work specifically selected to tell a particular story
about the student
Benefits of Portfolio Assessment
Portfolio provides multiple ways of assessing students learning over time.
It provides for a more realistic evaluation of academic content than paper and
pencil tests.
It allows students, parents, teachers and staff to evaluate the students strength
and weakness.
It provides multiple opportunities for observation and assessment.
It provides an opportunity for students to demonstrate his/her strengths as well
as weakness.
It encourages students to develop some abilities needed to become independent,
self-directed.
It also helps parents see themselves as partners in the learning process.
It allows students to express themselves in a comfortable way and to assess
their own learning and growth as learners.
It encourages students to think of creative ways to share what they are learning.
It increases support to students from their parents and enhances communication
among teachers, students and parents.
It encourages teaches to change their instructional practice and it is a powerful
way to link curriculum and instruction with assessment.
Advantages of Portfolio Assessment
Promoting student self-evaluation, reflection, and critical thinking
Measuring performance based on genuine samples of student work
Providing flexibility in measuring how students accomplish their learning goals
Enabling teachers and students to share the responsibility for setting learning
goals and for evaluating progress toward meeting those goals
Giving students the opportunity to have extensive input into the learning process
Facilitating cooperative learning activities, including peer evaluation and tutoring,
cooperative learning groups, and peer conferencing
Providing a process for structuring learning in stages
Providing opportunities for students and teachers to discuss learning goals and
the progress toward those goals in structured and unstructured conferences
Enabling measurement of multiple dimensions of student progress by including
different types of data and materials (Venn, 2000)
Disadvantages of Portfolio Assessment

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Requiring extra time to plan an assessment system and conduct the assessment
Gathering all of the necessary data and work samples can make portfolios bulky
and difficult to manage
Developing a systematic and deliberate management system is difficult but this
step is necessary in order to make portfolios more than a random collection of
student work
Scoring portfolios involves the extensive use of subjective evaluation procedures
such as rating scales and professional judgement, and this limits reliability
Scheduling individual portfolio conferences is difficult and the length of each
conference may interfere with other instructional activities (Venn 2000)

Features and Principles of Portfolio Assessment

1. A portfolio is a form of assessment that students do together with their teachers.
The teachers guide the students in the planning, execution and evaluation of the
contents of the portfolio.
2. A portfolio represents a selection of what the students believe are best included
from among the possible collection of things related to the concept being studied.
3. A portfolio provides samples of the students work which show growth over time.
By reflecting on their own learning, students begin to identify the strengths and
weaknesses in their work.
4. The criteria for selecting and assessing the portfolio contents must be clear to the
teacher and the students at the outset of the process.
Purposes of Portfolio Assessment
1. Portfolio assessment matches assessment to teaching.
2. Portfolio assessment has clear goals. They are decided on at the beginning of
instruction and are clear to teacher and students alike.
3. Portfolio assessment gives a profile of learner abilities in terms of depth, breadth,
and growth.
4. Portfolio assessment is a tool for assessing a variety of skills not normally
testable in a single setting for traditional.
5. Portfolio assessment develops awareness of own learning by the students.
6. Portfolio assessment caters to individuals in a heterogeneous class.
7. Portfolio assessment develops social skills. Students interact with other students
in the development of their own portfolios.
8. Portfolio assessment develops independent and active learners.
9. Portfolio assessment can improve motivation for learning and thus achievement.
10. Portfolio assessment provides opportunity for student-teacher dialogue.
Characteristics of an Effective Portfolio
Portfolio assessment is a multi-faceted process characterized by the following qualities:
It is continuous and ongoing, providing both formative (i.e. ongoing) and
summative (i.e. culminating) opportunities for monitoring students progress
toward achieving essential outcomes.
It is multidimensional, i.e. reflecting a wide variety of artifacts and processes
reflecting various of students learning process(es).
It provides for collaborative reflection, including ways to reflect about their own
thinking processes and metacognitive introspection as they monitor their own
comprehension, reflect upon their approaches to problem-solving and decisionmaking, and observe their emerging understanding of subjects and skills.
Although approaches to portfolio development may vary, all of the major research and
literature on portfolios reinforce the following characteristics:
They clearly reflect stated learner outcomes identified in the core or essential
curriculum that students are expected to study.

P a g e | 21

They focus upon students performance-based learning experiences as well as

their acquisition of key knowledge, skills and attitudes.
They contain samples of work that stretch over an entire marking period, rather
than single point in time.
They contain works that represent a variety of different assessment tools.
They contain a variety of work samples and evaluations of that work by the
student, peers, and teachers, possible even parents reactions.
Source: George, Paul S. (1995). What is Portfolio Assessment and How Can I Use It In
my Classroom? FL: Teacher Education Resources
The Portfolio Process
A. Goal-setting
Decisions about what to place in the portfolio depend on the purpose of the
portfolio. Without a purpose, a portfolio is just a folder of student work.
B. Collection
Collection and organize evidences over time.
Sources of portfolio evidences (What can be in the portfolio?)
Essay writings, logs or journal entries
Surveys of knowledge, skill or attitudes
Reflections
Assessments
Documentation
Photos or drawings
Concept, mas or webs
Time lines
Flow charts
Bullet charts
Checklist of skills mastered
Reviews of literature read or studies
Peer reviews
Notes from class, meetings, interviews or conferences
C. Selection
Selection of evidences based on criteria
Organizing the contents of a portfolio
Sequential
Thematic
Categorical

Forms may be:

Scrapbook
envelope
Clear book
box
Bound volume
cabinet
Electronic portfolio

D. Reflection
Analysis of skills and process
How skills and processes have been improved/enhanced
Labelling
Writing diary, logs, journals
Drawing
E. Evaluation
Use of the following tools:

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Alternative response
Likert scale

Rating scales
Rubrics

Criteria for evaluating portfolio include the following:

Completeness
Mechanics
Creativity
Visual Appeal
Originality
Accuracy of information
Resourcefulness
Diversity of collection
Reflectiveness
Multiple Intelligences
Organization
Quality of product
Evidence of understanding
Phases of Portfolio Development
Phase One: Organization and Planning
This initial phase of portfolio developments entails decision-making on the part of
students and teachers. By exploring essential questions at the beginning of the
process, students can fully understand the purpose of the portfolio and its status as a
means of monitoring and evaluating their own progress. Key questions for the teacher
and the student must include:
How do I select times, materials, etc. to reflect what I am learning in this class?
How do I organize and present the items, materials, etc. that I have collected?
How will portfolios be maintained and stored?
Phase Two: Collection
This process involves the collection of meaningful artifacts and products
reflecting students educational experiences and goals. Decisions must be made at this
phase about the context and contents of the portfolio based upon the intent and
purposes identified for it. The selection and collection of artifacts and products should
be based upon s variety of factors that can include:
Particular subject matter;
A learning process; or
Special projects, themes, and/or units
All selections included in the collection should clearly reflect the criteria and
standards identified for evaluation.
Phase Three: Reflection
Wherever possible, there should be evidence of students metacognitive
reflections upon the learning process and their monitoring of their evolving
comprehension of key knowledge and skills. These reflections can take the form of
learning logs, reflective journals, and other forms of reflections upon their experiences,
the thinking processes they have used, and the habits of mind they employed at given
points in time and across time periods. In addition, teacher and/or parent reflections
upon the products, processes, and thinking articulated in the portfolio should also be
included wherever appropriate.
Types of Portfolio
There are many different types of portfolios, each of which can serve one or
more specific purposes as part of an overall school or classroom assessment program.
The following is a list of the types most often cited in the literature:
Documentation Portfolio. This type is also known as the working portfolio.
Specifically, this approach involves a collection of work over time showing growth and
improvement reflecting students learning of identified outcomes. The documentation
portfolio can include everything from brainstorming activities to drafts to finished
products. The collection becomes meaningful with specific items are selected out to
focus on particular educational experiences or goals. It can include the best and
weakest of student work.

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Process Portfolio. This approach documents all facets or phases of the learning
process. They are particularly useful in documenting students overall learning process.
It can show how students integrate specific knowledge or skills and process towards
both basic and advanced mastery. Additionally, the process portfolio inevitably
emphasizes students reflection upon their learning process, including the use of
reflective journals, think logs, and related forms of metacognitive processing.
Showcase Portfolio. This type of portfolio is best used for summative evaluation of
students mastery of key curriculum outcomes. It should include students very best
work, determined through a combination of student teacher selection. Only completed
work should be included. In addition, this type of portfolio is especially compatible with
audio-visual artifact development, including photographs, videotapes, and electronic
records of students completed work. The showcase portfolio should also include
written analysis and reflections by the student upon the decision-making process(es)
used to determine which works are included.
Stages in Implementing Portfolio Assessment
Stage
Description
1
Identifying teaching goals to assess through portfolio
2
Introducing the idea of portfolio assessment to your class
3
Specification of portfolio content
4
Giving clear and detailed guidelines for portfolio presentation
5
Informing key school officials, parents and other stakeholders
6
Development of the portfolio
Purposes
1. Growth Portfolios
a. to show growth or change over time
b. to help develop process skills such as self-evaluation and goal-setting
c. to identify strengths and weaknesses
d. to track the development of one more products/performances
2. Showcase Portfolios
a. to showcase end-of-year/semester accomplishments
b. to prepare a sample of best work for employment or college admission
c. to showcase student perceptions of favourite, best or most important work
d. to communicate a students current aptitudes to future teachers
3. Evaluation Portfolios
a. to document achievement for grading purposes
b. to document progress towards standards
c. to place students appropriately
How Do You Create A Portfolio Assignment?
Purpose
: What is the purpose(s) of the portfolio?
Audience
: For what audience(s) will the portfolio be created?
Content
: What samples of student work will be included?
Process
: What processes (e.g., selection of work to be included, reflection on
work, conferencing) will be engaged in during the development of
the portfolio?
Management
: How will time and materials be managed in the development of the
portfolio?
Communicatio : How and when will the portfolio be shared with pertinent
n
audiences?
Evaluation
: If the portfolio is to be used for evaluation, when and how should it
be evaluated?

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Comparison of Portfolio Assessment with Standardized Testing

Portfolio Assessment
Standardized Testing
occurs in the childs natural
is an unnatural event
environment
provides an opportunity for students to provides a summary of childs filatures
demonstrate his/her strengths as well
on certain tasks
as weaknesses
gives hands-on information to the
provides little diagnostic information
teacher on the spot
allows the child, parents, teacher, staff provides ranking information
to evaluate the childs strengths and
weaknesses
is ongoing, proving multiple
is a one-time snapshot of a students
opportunities for observation and
abilities on a particular task
assessment
assesses realistic and meaningful daily assesses artificial task, which may not
literacy tasks
be meaningful to the child
invites the child to be reflective about
asks child to provide a singular desired
his/her work and knowledge
response
invites the parents to be reflective of
provide parents with essentially
the childs work and knowledge
meaningless and often frightening
numerical data
encourage teacher-student
forces teacher-administration
conferencing
conferencing
informs instruction and curriculum;
reinforces idea that the curriculum is
places child at the center of the
the center of the educational process
educational process
Essential Elements of the Portfolio
Cover Letter
Table of Contents
Entries
Dates on all entries
Drafts of aural/oral and written products and revised versions
Reflections
Prepared and Compiled by:
PROF. SANCHO C. CALATRAVA