MABALACAT CITY COLLEGE

INSTITUTE OF ARTS, SCIENCES AND TEACHER EDUCATION

Mabalacat City, Pampanga

Module 1 - Assessment of Learning 1

ASSESSMENT TOOLS MEASURING THE COGNITIVE DOMAIN
Compiled and Prepared by Irene Christy M. Bacolod
1st Semester A.Y. 2021-2022

I. Overview

Every teacher is an assessor, regardless of area of specialization s/eh is teaching. The only question is,
“Is the method of assessment tool s/he using is appropriate to the needs of the subject/course, program or nature
of the learners?”. Thus, this course will teach you the appropriate ways of assessing the learning of the students
measuring the cognitive, affective and psychomotor domains of the learners.
This module discusses the basic concepts and terminologies of assessment of learning. This will show
how to assess the cognitive learning of the students base on Bloom’s taxonomy, how to construct table of
specification, and different type of teacher-made tests.

II.Learning Objectives

At the end of this module, the learners are expected to meet the following purposes:
1. to construct a table of specification;
2. to construct assessment tool measuring the cognitive domain of the learners using Revised Blooms’
Taxonomy; and
3. to construct different types of teacher-made tests.

III. How to complete the module?

In order for you to complete this module, you should do the following:
1. Read the given module
2. Watch the introductory video of this lesson using this link https://www.youtube.com/watch?v=-wePut0cfzA
3. Watch a recorded video save in our Edmodo Library.
4. Complete the Worksheets 1.1 – 1.3. Due date of your accomplished worksheet will be on October 2, 2020
5. If any questions or clarification on the lesson, leave a message in our Facebook group chat or in my Facebook
messenger https://www.facebook.com/nenebope or email me at icmbacolod.mcc@gmail.com, from Monday
to Friday at 8 AM to 5 PM
6. You can use the following link provided for additional video presentations that you can use as references
https://www.youtube.com/watch?reload=9&v=1UjiHA3g39g
https://www.youtube.com/watch?v=ayefSTAnCR8
https://www.youtube.com/watch?v=zj6CrMthNG8

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 IV. Lectures

Based on the NCBTS, planning, assessing and reporting refer to the alignment of assessment and
planning activities. In particular, the domain focuses on (1) the use of assessment data to plan and revise
teaching-learning plans, (2) the integration of assessment procedures in the plan and implementation of
teaching-learning activities, (3) the reporting on the learner’s actual achievement and behavior.
Specifically, the set of competencies expected of a would-be-teacher are (1) to develop and use a variety
of appropriate assessment strategies to monitor and evaluate learning, and (2) to regularly monitor and provide
feedback on the learner understands of the content.

Measurement
 It is the systematic process of obtaining a numerical description of the degree to which an individual
possesses a particular characteristics
 According to Thorndike and Hagen (1977) as cited by Oriondo and Antonio (1984), measurement
involves the following steps:
1. Identifying and defining the quality or attribute that is to be measured,
2. Determining a set of operations by which the attribute may be made manifest and perceivable
3. Establishing a set of procedures or definitions for translating observations into quantitative
statements of degree or amount.
 Calderon and Gonzales (1993) defined measurement in a more specific way. They view measurement as
a process of determining the quality of achievement of learners by means of appropriate measuring
instrument.
 According to McMillan(1997) as cited by Buendicho (2010), measurement involves using observation,
rating scales, or any other non-test device that secures information in a quantitative form

Test
 Method of assessing the student learning through teacher –made or standardized test
 A set of items or questions measuring a sample behavior or tasks from a specific domain of knowledge
or skill; designed to be presented to one or more examinees under specific conditions, with definite
boundaries and limits (UP Open University
 Consists of questions, exercises or other devices to measure the outcomes of learning
 It is the “product” that measures a particular behavior or set of objectives
 It is used to examine students’ knowledge or skills of something to determine what he or she knows or
has learned

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Non-Test
 It is an alternative assessment in the sense that it diverts from the paper-and pencil/pen test

Testing
 Measurement procedure using standardized test results. The same concept can be measured in another
way. We can ask a group of experts to rate a student’s (or a teacher’s) knowledge of the subject matter
in a scale of 1 to 5 with 1 being the lowest and 5 the highest.
 Measures the level of skills or knowledge that has been reached.

Assessment
 It is a process that is used to keep track of learners’ progress in relation learning standards and in the
development of 21st-century skills; to promote self-reflection and personal accountability among
students about their own learning and to provide bases for the profiling of student performance on the
learning competencies and standards of the curriculum.
 According to Angelo (1995) assessment is a process that involves a series of steps, namely: gathering,
analyzing and interpreting data.
 Any of the variety of procedures used to obtain information about student performance (Linn &
Gronlund, 2000)
 Systematic, continuous process of monitoring the various pieces of learning to evaluate student
achievement and instructional effectiveness (Hewitt-Gervais & Baylen, 1998)
 Answers the questions “how much of a given skill does a student possess before, during and after
instruction” and “how much change has occurred”
 The systematic process and documenting and using empirical data on the knowledge, skills, attitudes
and beliefs and by taking assessment teachers try to improve student learning.

Evaluation
 Is the process of determining the quality of an attribute based on certain standards (Calderon and
Gonzales, 1993).
 It is a process used in making judgments or decisions about a given program, method or technique
 The process of summing up the results of measurements or tests and giving them, some meaning based
on value judgments (Hopkins and Stanley, 1981)
 A holistic way of looking at the effectiveness of the learning process by considering both the learner and
the learning product and applying quantitative and qualitative judgments

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 Comparison Char of Assessment and Evaluation
Basis for Comparison Assessment Evaluation
Meaning Assessment is a process of Evaluation is described as an act of
collecting, reviewing and using passing judgement on the basis of
data, for the purpose of set of standards.
improvement in the current
performance
Nature Diagnostic (improve learning Judgmental (judge learning level)
quality)
What it does? Provides feedbacks on performance Determines the extent to which
and areas of improvement objectives are achieved.
Purpose Formative (is on-going) Summative (provides closure)
Orientation Process Oriented Product Oriented
Feedback Based on observation and positive Based on the level of quality as per
& negative points (provides set standard (shows shortfalls)
feedback)
Relationship between Test Reflective Prescriptive
Administrator and Student
Measurement Standards Absolute Comparative

Example:
The flower is purple and is too short with not enough leaves.
I’ll give the flower some water to improve its growth.

Types of Measurement
1. Objective – as in testing
2. Subjective – as in perceptions

Scope of Assessment
Assessment assesses the learning outcomes of instruction which are:
1. Cognitive Behaviors (knowledge and information gained, intellectual abilities)
2. Affective Behaviors (attitudes, interests, appreciation, and values)
3. Psychomotor Behaviors (perceptual and motor skills and abilities in performing tasks.

Principles of Assessment
1. Address learning targets/curriculum goals.
2. Provide efficient feedback on instructions.
3. Use a variety of assessment procedures.
4. Ensure that assessments are valid, reliable, and fair.
5. Keep record of assessment.
6. Interpret/communicate results of assessment meaningfully.

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Properties of Assessment Methods
1. Validity
2. Reliability
3. Fairness
4. Practicality and Efficiency
5. Ethics in Assessment
a. Confidentiality
a.1. Teachers cannot post the grades of students.
a.2. Teachers cannot display the works of their students as an example of poor or excellent work.
a.3. Teachers cannot distribute test papers in a manner that will permit other students to observe
the scores of others
b. Test Security
c. Test Scores and interpretation
d. Test Publication

Approaches to Evaluation
According to Escarilla and Gonzales (1990) there are two approaches to evaluation, namely: Norm-
Referenced and Criterion-Referenced.
Norm-referenced evaluation – is one wherein the performance of a student in a test is compared with
the performance of the other students who took the same examination. The following examples of norm-
referenced evaluation:
1. Karl’s score in the periodical examination is below the mean.
2. Cynthia ranked fifth in the unit test in Physics.
3. Rey’s percentile rank in the Math achievement test is 88.

Criterion-referenced evaluation, on the other hand, is an approach to evaluation wherein a student’s

performance is compared against a predetermined or agreed upon standard. Examples of this approach are as
follows:
1. Sid can construct a pie graph with 75% accuracy.
2. Yves scored 7 out of 10 in the spelling test.
3. Lito can encode an article with no more than errors in spelling

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Characteristics of Modern Educational Assessment
1. Objective-based and criterion-referenced
2. Reliable
3. Multidimensional in structure
4. Value-laden

Classification of Assessment
1.) Placement Assessment
 It accounts for the student’s entry behavior or performance. It determines the knowledge and
skills he possesses which are necessary at the beginning of instruction in a given subject area.
 An assessment procedure used to determine the learner’s prerequisite skills, degree of mastery
of the course goals, and/or best modes of learning

Types of Placement Assessment

 Readiness Test
 Aptitude Test
 Pre-tests on course objectives
 Self-report inventories
 Observational Techniques

2.) Formative Assessment

 It refers to the monitoring student learning to provide on-going feedback that can be used by the
teachers to improve their teaching and by students to improve their learning.
 It refers to the on-going forms of assessment that are closely linked to the learning process. It is
characteristically informal and is intended to help students identify strengths and weakness in
order to learn from the assessment experience.
 May be given during teaching and learning proves. It is also a way to check the effectiveness of
instruction.
 It involves teachers using evidence about what learners know and can do to inform and improve
their teaching. Teachers observe and guide learners in their tasks through interaction and
dialogue, thus gaining deeper insights into the learners’ progress, strengths, weaknesses and
needs.
 Enables students to take responsibility for their own learning and identify areas where they do
well and where they need help.

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  It provides the students feedback regarding his success or failure in attaining instructional
objectives. It is the gathering of data during the time a program/instruction is being developed for
the purpose of guiding the progress.

Types of Formative Assessment:

 Observations during in-class activities
 Homework exercises as review for exam and class discussions.
 Reflections journals that are reviewed periodically during the semester
 Question and answer sessions –both formal-planned and informal- spontaneous
 Conferences between the instructor and student at various points in the semester
 In-class activities where students informally present their results.
 Student feedback collected by periodically.

3.) Summative Assessment

 It is used to determine mastery and achievement at the end of the course. It is the process of
making an overall assessment or decision about the program/course.
 Teachers must use methods to measure student learning that have been deliberately designed to
assess how well students have learned and are able to apply their learning in different contexts.

Types of Summative Assessment

 Examinations (major, high-stakes exams)
 Final Examination (a truly summative assessment)
 Term papers (draft submitted throughout the semester would be a formative assessment)
 Projects (project phases submitted at various completion points could be formatively assessed)
 Portfolios (could also be assessed during its development as a formative assessment)
 Performances
 Student evaluation of the course (teaching effectiveness)
 Instructor self-evaluation

4.) Diagnostic Assessment

 It is used to diagnose the student’s learning difficulties during instruction. It is used to detect
students’ learning difficulties which are not revealed by formative tests or checked by remedial
instruction and other instructional adjustments.
 Since it discloses the underlying causes of learning difficulties, diagnostic tests are therefore
more comprehensive and detailed.

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 Types of Diagnostic Assessments:
 Pre-test (on content and abilities)
 Self-assessments (identifying skills and competencies)
 Discussion board responses (on content-specific prompts)
 Interview (brief, private, 10 minutes interview of each student)

Purposes and Functions of Assessment

According to Wyatt (1988) there are four purposes of assessment (1) to inform the teacher about a
student’s progress; (2) to inform the students about their progress; (3) to inform others about the student’s
progress (parents and future teachers); (4) to provide information for the public
Earl (2005) summed up these purposes into three (3) purposes

Assessment for Learning (Formative Assessment feedback) –happens during the learning, often more
than once. The results of assessment are communicated clearly and immediately to the students to determine
effective ways to teach and learn. Teachers use assessment as an investigable tool to find out as much as
they can about what their students know and can do, and what confusions, preconceptions, or gaps they
might have.

Assessment of Learning (Summative Assessment, no feedback) - is done after the instruction. It is used
to identify what students know and can do and the level if their proficiency or competency. Its results reveal
whether or not instruction has successfully achieved the desired curriculum outcome. It is usually expressed
as grades and is made known to the students, parents and other stakeholders for better decision making.

Assessment as Learning (Assessment as part and parcel of learning, the primary purpose of
assessment becomes learning, while the secondary purpose remains grading)– it is the process of
developing and supporting student metacognition. Students are actively engaged in the assessment process;
they can monitor their own learning.

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 Assessment for Learning Assessment as Learning Assessment of Learning
To enable teachers to To guide and provide To certify or inform
determine next steps in opportunities for each student parents or others of
Why Assess? advancing student learning to monitor and critically reflect student’s proficiency in
on his or her learning and relation to curriculum
identify next steps learning outcomes
Each student’s progress and Each student’s thinking about The extent to which
learning needs in relation to his or her learning, what students can apply the key
the curricular outcomes strategies he or she uses to concepts, knowledge, skills
Assess What? support or challenge that and attitudes related to the
learning, and the mechanisms curriculum outcomes
he or she uses to adjust and
advance his or her learning
A range of methods in A range of methods in different Range of methods is
different modes that make modes that elicit students’ different modes but assess
What Methods?
student’s skills and learning and metacognitive both product and process
understanding visible processes
Accuracy and consistency of Accuracy and consistency of Accuracy, consistency, and
observation and interpretation student’s self-reflection, self- fairness of judgement
of student learning monitoring, and self- based on high quality
adjustment information
Clear, detailed learning
Ensuring Quality expectations Engagement of the student in Clear, detailed learning
considering and challenging his expectations fair and
Accurate, detailed notes for or her thinking accurate summative
descriptive feedback to each reporting
student Students record their own
learning
Provide each student with Provide each student with Indicate each student’s
accurate descriptive feedback accurate descriptive feedback level of learning
to further his or her learning what will help him or her
develop independent learning Provide the foundation for
Differentiate instruction by habits discussions on placement
continually checking where or promotion report fair,
each student is in relation to Have each student focus on the accurate, and detailed
the curricula outcomes task and his or her learning (not information that can be
on getting the right answer) used to decide the next
Using the Provide parents or guardians steps in a student’s learning
Information with descriptive feedback Provide each student with ideas
about student learning and for adjusting, rethinking, and
ideas for support articulating his or her learning

Provide the conditions for the

teacher and student to discuss
alternatives

Students report about their

learning

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 DIFFERENT TYPES OF TESTS
MAIN POINTS FOR TYPES OF TESTS
COMPARISON Psychological Educational
Aims to measure students’ intelligence or Aims to measure the result of instructions
mental ability in a large degree without and learning (e.g. Achievement Tests and
Purpose reference to what the students has learned Performance Tests)
(e.g. Aptitude Tests, Personality Tests,
Intelligence Tests)
Survey Mastery
Covers a broad range of objectives Covers a specific objective
Scope of Content Measures general achievement in certain Measures fundamental skills and abilities
subjects
Constructed by trained professional Typically constructed by the teacher
Verbal Non-Verbal
Language Mode Words are used by students in attaching Students do not use words in attaching
meaning or responding to test items meaning to or in responding to test items.
Standardized Informal
Construct by a professional item writer Constructed by classroom teacher
Converse a broad range of content covered Convers a narrow range of content
in a subject area
Uses mainly multiple choice Various types of items are used
Construction
Items written are screened and the best Teacher picks or writes items as needed for
items were chosen for the final instrument the test
Can be scored by a machine Scored manually but the teacher
Interpretation of results is usually norm- Interpretation is usually criterion-referenced
referenced
Individual Group
Mostly given orally or requires actual This is a paper-and-pencil test
demonstration of skill
Manner of One-on-one situation, thus, many Loss of rapport, insight and knowledge
Administration opportunities for critical observation about each examine
Chance to follow-up examinee’s response Same amount of time needed to gather
in order to clarify or comprehend it more information from one student
clearly
Objective Subjective
Scorer’s personal judgement does not Affected b scorer’s personal opinions,
affect the scoring biases and judgements
Effect of Biases
Worded that only one answer is acceptable Several answers are possible
Little or no disagreement on what is to be Possible to disagreement on what is the
correct answer correct answer
Power Speed
Consists of series of items arranged in Consists of items approximately equal in
Time Limit and
ascending order of difficulty difficulty
Level of Difficulty
Measures student’s ability to answer more Measure’s student’s speed or rate and
and more difficult accuracy in responding
Selective Supply
There are choices for the answer There are no choices for the answer
Multiple choice, True or False, Matching Short answer, Completion, Restricted or
Type Extended Essay
Format
Can be answered quickly May require a longer time to answer
Prone to guessing Less change to guessing but prone to
bluffing
Tie consuming to construct Time consuming to answer and score
Maximum Performance Typical Performance
Nature of Assessment
Determines what individuals can do when Determine what individuals will do under

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 performing at their best natural conditions
Norm-Referenced Criterion-Referenced
Result is interpreted by comparing one Result is interpreted by comparing student’s
student’s performance with other students’ performance based on the predefined
performance standard (mastery)
Some will really pass All or none may pass
There is competition for a limited There is no competition for a limited
percentage of high scores percentage of high score
Typically covers a large domain of Typically focuses on the delimited domain
Interpretation
learning tasks of leaning tasks
Emphasize discrimination among Emphasizes description of what learning
individuals in terms of level of learning tasks individuals can and cannot perform
Favors items of average difficulty and Matches item difficulty to learning tasks,
typically omits very easy and very hard without altering item difficulty or omitting
items easy or hard items
Interpretation requires a clearly defined Interpretation requires a clearly defined and
group delimited achievement domain

Comparison between Teacher-Made Tests and Standardized Tests

Characteristic Teacher-Made Test Standardized Test

Direction for administration Usually, no uniform directions and Specific instructions standardize the
and scoring specified. administration and scoring procedures
Content is determined by curriculum
and subject matter experts. It involves
Both content and sampling are intensive investigations of existing
Sampling content
determined by the classroom teacher syllabi, textbooks, and programs.
Sampling of content is done
systematically
May be hurriedly done because of It uses meticulous construction
time constraints; often no test procedures that include constructing
Construction blueprints, item tryouts, item analysis objectives and test blueprints,
or revision; quality of test may be employing item tryouts, item analysis,
quite poor and item revisions
In addition to local norms, standardized
Only local classroom norms are test typically make available national,
Norms
available school district, and school building
norms
Best suited for measuring particular Best suited for measuring broader
Purpose and Use objectives set by the teacher and for curriculum objectives and for interclass,
intraclass comparisons. school, and national comparisons.

Bloom’s Revised Taxonomy

• Taxonomy of Cognitive Objectives
• 1950s- developed by Benjamin Bloom
• Means of expressing qualitatively different kinds of thinking
• Adapted for classroom use as a planning tool
• Continues to be one of the most universally applied models

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• Provides a way to organize
• thinking skills into six levels, from the most basic to the higher order levels of thinking
• 1990s- Lorin Anderson (former student of Bloom) revisited the taxonomy
• As a result, a number of changes were made
(Pohl, 2000, Learning to Think, Thinking to Learn, pp. 7-8)

Change in Terms
• The names of six major categories were changed from noun to verb forms.
• As the taxonomy reflects different forms of thinking and thinking is an active process verbs were more
accurate.
• The subcategories of the six major categories were also replaced by verbs
• Some subcategories were reorganised.
•
• The knowledge category was renamed. Knowledge is a product of thinking and was inappropriate to
describe a category of thinking and was replaced with the word remembering instead.
• Comprehension became understanding and synthesis was renamed creating in order to better reflect the
nature of the thinking described by each category.
(http://rite.ed.qut.edu.au/oz-teachernet/training/bloom.html (accessed July 2003) ; Pohl, 2000, p. 8)

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 Changes to Bloom’s Taxonomy
*Adapted with written permission from Leslie Owen Wilson’s Curriculum Pages Beyond Bloom – A
New Version of the Cognitive Taxonomy
Bloom’s Taxonomy in 1956 Anderson/Krawthwolh’s Revision in 2001
1. Knowledge: Remembering or retrieving previously 1. Remembering: Objectives written on the remembering
learned material. level (lowest cognitive level): Retrieving, recalling, or
recognizing knowledge from memory. Remembering is
Examples of verbs that relate to this function are: when memory is used to produce definitions, facts, or lists;
identify, relate, list, define, recall, memorize, repeat, record, to recite or retrieve material.
name, recognize, acquire
Sample verbs appropriate for objectives written at
the remembering level: state, tell, underline, locate,
match, state, spell, fill in the black, identify, relate, list,
define, recall, memorize, repeat, record, name, recognize,
acquire
2. Comprehension: The ability to grasp or construct 2. Understanding: Objective written on the
meaning from material. understanding level (higher level of mental ability than
remembering, requires the lowest level of understanding
Example of verbs that relate to this function are: form the student): Constructing meaning from different
restate, locate, report, recognize, explain, express, identify, types of functions be they written or graphic message
discuss, describe, review, infer, conclude, illustrate, activities like interpreting, exemplifying, classifying,
interpret, draw, represent, differentiate summarizing, inferring, comparing, and explaining

Sample verbs appropriate for objectives written at

the understanding level: restate, locate, report, recognize,
explain, express, identify, discuss, describe, review, infer,
conclude, illustrate, interpret, draw, represent, differentiate
3. Application: The ability to use learned material, or to 3. Applying: Objectives written on the applying level
implement material in new and concrete situations. require the learner to implement (use) the information:
Carrying out or using a procedure through executing, or
Examples of verbs that relate to this function are: implementing. Applying relates and refers to situations
apply, relate, develop, translate, use, operate, organize, where learned material is used through products like
employ, restructure, interpret, demonstrate, illustrate, models, presentations, interviews or simulations.
practice, calculate, show, exhibit, dramatize
Sample verbs appropriate for objectives written at
the applying level: apply, relate, develop, translate, use,
operate, organize, employ, restructure, interpret,
demonstrate, illustrate, practice, calculate, show, exhibit,
dramatize
4. Analysis: The ability to break down or distinguish the 4. Analyzing: Objectives written on the analysing level
parts of the material into their components so that their require the learner to break the information into
organizational structure may be better understood. component parts and describe the relationship. Breaking
material or concepts into parts, determining how the parts
Examples of verbs that relate to this function are: relate or interrelate to one another or to an overall structure
analyse, compare, probe, inquire, examine, contrast, or purpose. Mental actions included in this function are
categorize, differentiate, investigate, detect, survey, differentiating, organizing, and distinguish between the
classifying, deduce, experiment, scrutinize, discover, components or parts. When one is analysing, he/she can
inspect, dissect, discriminate, separate illustrate this mental function by creating spread sheets,
surveys, charts, or diagrams, or graphic representations.

Sample verbs appropriate for objectives written at

the analysing level: analyse, compare, probe, inquire,
examine, contrast, categorize, differentiate, contrast,
investigate, detect, survey, classify, deduce, experiment,
scrutinize, discover, inspect, dissect, discrimination,

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 separate.
5. Synthesis: The ability to put parts together to form a 5. Evaluating: Objectives written on the evaluating
coherent or unique new whole. level require the student to make judgement about
materials or methods. Making judgements based on
Examples of verbs that relate to this function are: criteria and standards through checking and critiquing.
compose, produce, design, assemble, create, prepare, Critiques, recommendations, and reports are some of the
predict, modify, plan, invent, formulate, collect, set up, products that can be created to demonstrate the processes of
generalize, document, combine, propose, develop, arrange, evaluation. In the newer taxonomy, evaluation comes
construct, organize, originate, derive, write before creating as it is often a necessary part of the
precursory behaviour before creating something.

Remember this part has now changed places with the last
one on the old taxonomy.

Sample verbs appropriate for objectives written

at the evaluating level: appraise, choose, compare,
conclude, decide, defend, evaluate, give your opinion,
judge, justify, prioritize, rank, rate, select, rate, support,
value
6. Evaluate: The ability to judge, check and critique the 6. Creating: Objectives written on the creating level
value of material for a given purpose. require the student to generate new ideas, products and
ways of viewing things. Putting elements together to form
Examples of verbs that relate to this function are: judge, a coherent or functional whole; reorganizing elements into
assess, compare, evaluate, conclude, measure, deduce, a new pattern or structure through generating, planning, or
argue decide, choose, rate, select, estimate, validate, producing. Creating requires users to put parts together in a
consider, appraise, value, criticize, infer new way or synthesize parts into something new and
different form or product. This process is the most difficult
mental function in the new taxonomy.

This one used to be No. 5 in Bloom’s taxonomy and was

known as the synthesis.

Sample verbs appropriate for objectives written at the

creating level: change, combine, compose, construct,
create, invent, design, formulate, generate, produce, revise,
reconstruct, rearrange, visualize, write, plan

Formulating Cognitive Learning Targets

Description of the Major Categories Illustration General Instructional Illustrative Behavioural Terms for
in the Cognitive Domain Objectives Stating Specific Learning Outcomes
Remember. It is defined as the recall Knows common terms; Recognizing, listing, identifying,
of previously learned material. This Knows specific facts; knows methods retrieving, naming, locating, finding
may involve the recollection of a wide and procedures; knows basic concepts;
range of materials, from specific facts knows principles
to complete theories, although
remembering the appropriate
information is the only thing required.
Remembering represents the lowest
level of learning outcome in the
cognitive domain.
Understand. It is defined as the ability Understands facts and principles; Interpreting, exemplifying, inferring,
to grasp the meaning of the material. interprets verbal material; interprets paraphrasing, explaining, describing,
This may be shown by translating the charts and graphs; translate verbal classifying and comparing
material from one form to another, formulas to mathematical ones
interpreting the material and estimates future consequences;

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estimating future trends. Learning justifies methods and procedures
outcomes go one step beyond the
simple remembering of a material. It
represents the lowest level of
understanding.
Apply. It refers to the ability to use Applies concepts and principles to new Implementing, carrying out, using,
learned material in a new, concrete situations; applies laws and theories to executing, applying and doing
situation. This may include the practical situations; solve
application of things such as rules, mathematical problems; demonstrates
methods, concepts, laws, principles, correct usage of a method or
and theories. Learning outcomes in procedure; constructs charts and
this area require a higher level of graphs
understanding than those under
comprehension.
Analyze. It refers to the ability to Recognizes unstated assumptions; Breaks down, differentiates,
break down material into its recognizes logical fallacies in discriminates, distinguishes,
component parts so that its reasoning; distinguishes between facts organizing, relates, subdivide
organizational structure may be and opinion/inferences; evaluates the
understood. This may include the relevance of data; analyzes the
identification of the parts, and organizational structure of a work
recognition principles involved.
Learning outcomes here represents a
higher intellectual level than the
comprehension of both the content and
structural form of the material.
Evaluate. It is concerned with the Judge logical consistency of written Checking, critiquing, judging, testing,
ability to judge the value of material materials; judge the adequacy with detecting, summarizes, support,
(statement, novel, poem, research and conclusions are supported by data; justifies and monitoring
report) for a given purpose. The judges the value of work(art, music
judgments are to be based on the and writing) by use of internal criteria;
definite criteria or be a given to them. judges the value of work (art, music
Learning outcomes in this area are and writing) by use of external
highest in the cognitive hierarchy standards of excellence
because they contain elements of all
categories, plus conscious value
judgments based a clearly defines
criteria.
Create. It refers to the ability to put Writes a well organize theme; gives a Designing, constructing, planning,
parts together to form a new whole. well-organized speech writes a producing, inventing, devising,
This may involve the production of a creative short story, poem, or music; complies, composes, creates and
unique communication (theme or proposes a plan for an experiment; revises.
speech), a plan of operations (research integrates learning from different areas
proposal), or a set of abstract relations into a plan for solving a problem;
(scheme for classifying information). formulates a new scheme for
Learning outcomes in this area stress classifying objects, events or ideas.
creative behaviors, with major
emphasis on the formulation of new
patters or structures.

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 Steps in Constructing Classroom Test
1. Determining the purpose of the test
2. Specifying the instructional objectives
3. Preparing the table of specifications
4. Determining the cognitive domain you want to measure, item 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

Table of Specifications
Table of Specifications – is a plan to help teachers decide the subject matter in which to test and benefits
students in two ways. First, it improves the validity of teacher-made tests. Second, it can improve student
learning as well.

Table of Specifications helps to ensure that there is a match between what is taught and what is tested.
Classroom assessment should be driven by classroom teaching which itself is driven by course goals and
objectives. In the chain below, Tables of Specifications provide the link between teaching and testing.
Objectives Teaching Testing
Planning a Test and Construction of Table of Specifications (TOS)
The important steps in planning for a test are:
1. Identifying test objectives
2. Deciding on the type of objective test to be prepared
3. Preparing a Table of Specification (TOS)
4. Constructing the draft test items
5. Try-out and validation

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 A One-Way Table of Specifications in Subject-Verb Agreement in English for Grade 6

LEVEL OBJECTIVE ITEM NO. %

NUMBERS
1. Knowledge Identify subject-verb 1, 3, 5, 7, 9 5 16.67%

2. Comprehension Forming appropriate verb 2, 4, 6,8,10 5 16.67%

forms
3. Application Determining subject and 11, 13, 15, 17, 19 5 16.67%
predicate

4. Analysis Formulating rules on 12, 14, 16, 18, 20 5 16.67%

agreement
5. Synthesis Writing of sentences Part II 10 pts 33.32%
observing rule on subject-verb
agreement
Total 30 100%

There are Steps to Observe in Preparing a Table of Specification for Two-Way Chart

1. List the general objectives across the top of the table using the Bloom’s taxonomy
2. List the major topics or content areas down the left side of the table
3. Specify the number of days/hours spent for teaching a particular topic
4. Determine percentage allocation of test items for each of the topic covered. The formula to be applied is as
follows:
% for a Topic = Total number of days/hours spent divided by the total number of days/hours spent teaching the
topic.
Example: 2 hours/18 hours = 0.111
5. Determine the number of items to construct for each topic. This can be done by the multiplying the
percentage allocation for each topic by the number of items to be constructed
50 items x (0.111) (22%) = 6 items
6. Distribute the number of items to the objectives to be tested.

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 A Two-Way Table of Specifications in Reading Test for Grade 6
Classification

Understanding
Remembering

Evaluating
Analyzing
Applying

Creating
No. of Total Percent
Recitations Number of of
Objective (Hours) Items Items

Identifying synonyms
and antonyms of 2,4,6,8,
2 12
common words 10,12

Get the main idea of a

1, 3, 5, 7,
given paragraph 3 16
9,11,13,15
Arrange events story
4 14, 16 -25 22

Analyze data from a

table 4 Part II 22

Draw conclusions from

given data 5 Part III 28

Number of Items 6 8 11 11 0 14
Percent of Items 12 16 22 22 0 28 100%

Characteristics of a Good Test

1. Valid
2. Reliable
3. Usability
a. Ease of administration
b. Ease of scoring
c. Comparable
d. Ease of interpretation
e. Utility
f. Low cost
g. Proper mechanical make-up

Guidelines in Writing Specific Test Items

 Short-Answer Items. Sometimes called Identification. This measure the lower level of thinking skills
of the students hence these should be used sparingly. Easy to prepare.
1. Write the item so that only one answer is correct.
2. Properly word the item so that the required answer is brief and specific.

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 3. Avoid exact statements or questions from textbook.
4. State the item in a direct question form.
5. Put the blanks for the responses in a column, preferably at the right of the question, and in uniform
length.
 Completion Items. Sometimes called Fill-in-the Blanks, this is another type of test items that are
relatively easy to prepare. These are useful in assessing facts, details or statements that learners should
be able to recall in context.
1. Avoid indefinite statements.
Example: (Poor) Andres Bonifacio was born in .
(Improved) Andres Bonifacio was born in the year .
2. Omit key words and phrases, rather than trivial details.
Example: (Poor) Jose Rizal was born on June , 1861.
(Improved) Jose Rizal was born on .
3. Make the blanks of uniform length.
4. Avoid grammatical clues to the correct answer. Example: an/ a, this/these, is/are and the like.
5. The required response should be a single word or a brief phrase.
6. Prepare a scoring key that contains all acceptable answers.
7. Avoid exact statements or questions from textbook.
8. Allow one point for each correctly filled blank.
 Alternative-Response Items. These items (e.g., True-False or Yes-No) are quite common among
teachers because they are easily prepared. However, teacher must have learned that they test only low-
level thinking skills the same with the Short-Answer Items.
1. Avoid specific determiners (e.g., “all”, “always”, “never”, “sometimes”, “generally”, etc.).
2. Avoid the exact wording of the textbook.
3. Avoid trick statements. Some of these statements appear to be true but are really false because of just
some inconspicuous word, phrase or letter.
4. Avoid ambiguous statements. “An ambiguous statement is one that may be true with one
interpretation, and false with another equally plausible interpretation.”
5. Avoid unfamiliar, figurative, or literary language.
6. Avoid negative statements and particularly double negatives.
7. Make true or false statements approximately equal in length.
8. Avoid exact statements or questions from textbook.
9. Provide an equal number of true and false statements.
10. Limit each item to a simple fact or idea.
11. Indicate the source for statements based on opinion.

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 Matching Test Items. These are useful in assessing learners’ ability to associate elements, identifying
relationships, and identifying pairs that go together. These test items occur in clusters composed of a list
of premises, a list of responses, and direction for matching the two. Dates and events; terms and
definitions; writers and quotations; quantities and formula, etc.
1. Choose homogenous premises and responses for any matching cluster.
2. Make the lists of premises and responses relatively short.
3. Provide directions that clearly explain the intended basis for matching.
4. Arranging responses or premises or both in alphabetical order, usually prevents giveaway clues
5. If the responses are numerical quantities, arrange them in order from low to high.
6. Place the shorter part of the test at the right.
7. Place all items in one page.
8. Limit a matching exercise to a maximum of 10-15 items.
9. Label each column with a heading that accurately describes its content.
10. Use the longer phrases as premises the shorter ones as responses.
11. Have more responses than premises.
 Multiple-Choice Items. These are, by far, the most widely used item type. They are appropriate for
measuring an exceptionally wide array or mental process and can be effectively used with varied subject
matter. Two major parts of a multiple-choice item: the stem and the options. The stem is the part where
the question is asked or the task is set. The options (other call these choices or alternatives) may be three
or more. One of these, the keyed response, is the right answer. The others are called distractors,
decoys, jokers or foils.
1. The main stem of the test item may be constructed in question form, completion form direction form.
Examples: Question Form
Which is the same as one hundred seventy-five?
A. C.
B. D.

Completion Form
One hundred is the same as .
A. C.
B. D.

Direction Form
Add: 38 + 75
A. C.
B. D.

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 2. The main stem should be clear. Avoid awkward stems.
Example of Awkward Stem: “If there are 9 chairs in the classroom and 16 children in the class,
the classroom lacks how many chairs?”
3. Questions that tap only rote learning and memory should be avoided.
Example of a question that taps only rote learning:
Mango can be grown from .
A. seeds C. tubers
B. spores D. cuttings

4. Questions should tap only one ability.

Example of a question that requires more than one ability:
How many 15 centavos are in one peso?
A. 6 B. 7 C. 6 and 2/3

5. Each question should have one answer, not several possible answers.

Vague Item:
Who is the president of the Philippines?

6. Make the stem of the item meaningful so that the question being asked or task required is clear.
7. The stem must contain only information necessary to make the problem clear.
Example:
The EDSA Revolution that ousted Pres. Joseph Estrada took place after the eleven senators
voted “NO” to the opening of the second envelope during the impeachment trial. It happened in the
afternoon of January 16. When did EDSA-DOS break out?
a. before Valentine’s day c. after Valentine’s day
b. during Valentine’s day d. day before the Valentine’s day
8. Avoid negatively stated items as much as possible. If the negative form is used, underline bold,
upper case or use italics.
Example: Teacher Elma does NOT wait for the end of the term to find out how much the students
learn. With which does Teacher Elma agree?
A. Diagnostic Evaluation C. Summative Evaluation
B. Formative Evaluation D. Placement Evaluation
9. Make sure distracters are plausible.
 Essay Test Items. Essay items are useful in assessing higher-level objectives that involve such process
as analyzing, synthesizing, predicting, and evaluating. Learners’ competence in expressing and
organizing thoughts and feelings, comparing and contrasting events, interrelating causes and effects, and
other higher-level cognitive operations can be appraised.

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 1. State questions that elicit the desired cognitive skills specified in the learning outcomes.
2. Write the questions in such a way that the specific task is clearly understood by the examinee.
3. Avoid using optional questions.
4. Indicate the number of points or the amount of time to be spent on each question.
5. Ask a colleague to critique the questions.
6. Prepare a model answer to each question.
7. Adapt the length of the responses and the complexity of the questions and answer to the maturity of
the learner.
8. Prepare a scoring key. Rubrics will be very useful.

V. Evaluation

See worksheets 1.1 to 1.3 on the next page for your task. Use the rubrics provided for this task

VI. Additional Resources

Buendicho, F. 2010. Assessment of Learning 1. Rex Store Book Inc. Manila

Del Socorro R., Omas-as, R., & Galela, R. 2011, Assessment of Student Learning 1 & 2, Great Book
Publishing , Quezon City, Manila
Department of Education. Assessment Tools and Procedures. Module for Teachers. Pasig City
Department of Education. Classroom Assessment, Module for Teachers. Pasig City
Department of Education. Evaluation of Learning Outcomes, Module for School Heads. Pasig City
Gabayu, Y.A. 2012. Assessment of Learning 1, Manila
Guttierrez, D. 2007. Assessment of Learning Outcomes, Keruso Publishing House. Malabon City
Reganit, A. A., Elicay, R. & Laguerta, C. 2010. Assessment of Student Learning 1 (Cognitive Learning), C
& E Publishing, Inc. Quezon City Manila
Santos, R. 2007. Assessment of Learning 1, Lominar Publishing Inc. Manila

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 MABALACAT CITY COLLEGE
INSTITUTE OF ARTS, SCIENCES AND TEACHER EDUCATION
Mabalacat City, Pampanga

Module 1 - Assessment of Learning 1

1st Semester A.Y. 2021-2022

Worksheet 1.1

Name: Date Submitted:

Course and Year Level:

Directions: Construct a two way of table of specification based on your area of specialization. Use 18 total number of
hours in one specific period and 50 total number of Items. Use the format given. Complete the table below.

A Two-Way Table of Specifications in

Classification

Understanding
Remembering

Evaluating
Analyzing
Applying

Creating
No. of Total Percent
Recitations Number of
of Items
Topic (Hours) Items

Number of Items

Percent of Items 12 16 22 22 0 28 100%

Page 24 of 28
 MABALACAT CITY COLLEGE
INSTITUTE OF ARTS, SCIENCES AND TEACHER EDUCATION
Mabalacat City, Pampanga

Module 1 - Assessment of Learning 1

1st Semester A.Y. 2021-2022

Worksheet 1.2

Name: Date Submitted:

Course and Year Level:

Directions: Construct 3 classroom activities or test questions that measures the Revised Blooms’ Taxonomy.
You can use another sheet/s of paper/s if this page is not enough.

Remembering

Understanding

Applying

Analyzing

Evaluating

Creating

Page 25 of 28
 MABALACAT CITY COLLEGE
INSTITUTE OF ARTS, SCIENCES AND TEACHER EDUCATION
Mabalacat City, Pampanga

Module 1 - Assessment of Learning 1

1st Semester A.Y. 2021-2022

Worksheet 1.3

Name: Date Submitted:

Course and Year Level:
Direction: The purpose of this task is to develop your skill in constructing different types of test items. Consider a
unit/chapter in your major/area of specialization, then write individual direction and write at least 5 sample test items as
specified below. Include the direction for the test. You can use another sheet/s of paper/s if this page is not enough.

Alternative Response Type

Completion Type

Matching Type

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Multiple Choice Type

Evaluating

Evaluating

Page 27 of 28
 Rubric for Worksheet 1.1 to 1.3

30 points – shows ALL the following:

 gives the relevant entries on the task asked
 gives the accurate entries on the task asked
 show original output and not similar to other output or resources
 neatly constructed
20 points – show any 3 of the following:
 gives the relevant entries on the task asked
 gives the accurate entries on the task asked
 show original output and not similar to other output or resources
 neatly constructed
15 points – show any 2 of the following:
 gives the relevant entries on the task asked
 gives the accurate entries on the task asked
 show original output and not similar to other output or resources
 neatly constructed

10 points – show any 1 of the following:

 gives the relevant entries on the task asked
 gives the accurate entries on the task asked
 show original output and not similar to other output or resources
 neatly constructed

1 point – there is an attempt to perform the task but failed to satisfy any of the given conditions.
0 point – no attempt to perform the task on the given period of time.

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