AM SESSION Mode of Interpreting Results

FOUR FUNDAMENTAL CONCEPTS OF  Norm-Referenced

ASSESSMENT o Compared with a group
M - Measurement o RANK is important
E - Evaluation o Keywords according to Sir Louis
A - Assessment Robert Sison: Rank and others
T - Testing  Criterion-Referenced
o Compared on set CRITERIA or
STANDARDS
TESTING
o Domain of subject matter
– measures learners’ performance with a TOOL
o Based on objectives / outcomes
called TEST.
o Cutoff score – 60% of raw score
= Passing (75%)
TYPES OF TESTS
SAMPLE BLEPT ITEM
Ease of Quantification or Response To what process of evaluation does
determining the extent objectives are
 Objective Test met belong?
o Definite or single response A. Authentic
(convergent) or answer B. Formative
o Corrected and quantified easily C. Criterion-referenced
 Subjective Test D. Norm-referenced
o Varied responses (divergent)
answers For MASTERY LEARNING and in line with
o Harder to correct and quantify OUTCOME-BASED evaluation model, which
element should be present?
Modes of Administration

 Individual Test
o One person at a time
o Identifies strengths and
weaknesses
 Group Test ^^ A. Construction of criterion-referenced tests
o Administered to a class
simultaneously MEASUREMENT
o Typically, objective  Numerical – QUANTITY / quantitative
o No in-depth observation o Norm – others
o Criterion – criteria/standards
Test Construction o Percentage – how much you
answered correctly
 Standardized
o Percentile rank – COMPARISON
o Made by experts
 Non-standardized
EVALUATION
o Teacher-based
 Value judgment
^^ THEY ARE BOTH CLASSROOM-BASED  QUALITY / qualitative

Page 1 of 16
ASSESSMENT ASSESSMENT AS LEARNING
 Systematic process  Self-assessment and reflection
 Integral part of T-L (teaching learning) o NOTE BY SIR: Reflection is not
 Gathering information
always in a written form
 “Sine qua non” to the teaching-learning
 Metacognition – awareness
process = indispensable (BLEPT
keyword)
 “Should I move on to the next lesson or
SAMPLE BLEPT ITEM
re-teach or give remediation?”
What kind of assessment helps teachers
 Example: Teacher’s comment in the DLL determine gaps in learning a subject
matter?
PURPOSES OF ASSESSMENT A. Formative assessment
B. Diagnostic test
 Assessment FOR Learning C. Summative assessment
 Assessment OF Learning D. Placement examination
 Assessment AS Learning
Who among the teachers below did a
diagnostic assessment?
ASSESSMENT FOR LEARNING (BeFORe)

DIAGNOSTIC FORMATIVE PLACEMENT

Before During Before
instruction instruction instruction
Strengths Building Entry
and performance ^^ D. Ms. D gave a 10-item test to find out
weaknesses (Parang admission the specific concepts in which the students
test to a program. are encountering difficulty
Qualified ka ba?)
May be Progress or Where to
Who among the teachers below performed
recorded, gap place?
(Example: “Give a formative evaluation?
not graded
me a THUMBS UP
if you understand
the lesson, class.”)
 Keyword: Teacher-student dialogue

ASSESSMENT OF LEARNING (“OFter”) ^^ A. Ms. Dela Cruz who asked questions

when the discussion was GOING ON to
 After you teach/after you give know who among her students understood
instruction/after remediation what she was trying to stress.
 Keyword: Formal
 Summative Assessment Teacher Mark is teaching how to compute
o Periodical Examination the volume of a pyramid. He checks
o Unit Test / Chapter Test whether his students understand what he is

Page 2 of 16
 teaching. What type of assessment Teacher
Mark administered?
^^ C. Formative Assessment
The student was taught how to conduct an PAPER AND PENCIL TESTS
action research and was required to submit
an end-of the term written research report.  OBJECTIVE  SUBJECTIVE
The class was taught how to do the o Not biased o Biased (unless we
research report and was shown an o Supply or use rubrics)
ANALYTIC SCORING RUBRIC for them to selective o Essay
know how they will be graded. They were o Wide variety of o Wide sampling of
all motivated to pass an excellent research objectives ideas
report and as a GROUP CHECKED now and o DISADVANTAGE: o DISADVANTAGE:
then if they were true scoring rubric. What Guessing Bluffing
form of assessment is described?

Types of OBJECTIVE TESTS

 SELECTIVE  SUPPLY
 Multiple  Identification
choice  Fill in the
 Matching type blanks
 True or false
^^ C. Assessment as learning
Other types of PAPER AND PENCIL TEST
TYPE OF TEST FUNCTION
TYPES OF ASSESSMENTS
I Intelligence Intelligence
MODES OF ASSESSMENT Easiest to most
P Power
difficult
Traditional Authentic Alternative A Aptitude Inclination, skills
Paper and Real world Non-traditional Exact procedures,
pencil S Standardized
DepEd, PRC
Select and Direct Integration of S Speed Time constraint
recall skills Attainment of long-
information A Achievement
term objectives
TEST Holistic PORTFOLIO or
PERFORMANCE IPASSA!
NOTE: Any test na hindi written ay under
alternative test (although pwede rin written)
SAMPLE BLEPT ITEM
With the mode of answering as a point
of reference, which of the following
SAMPLE BLEPT ITEM
does not belong to this test group?
Of the following, which is the most
A. Completion - give
conducive for authentic assessment?
B. Essay - give
A. Complex multiple-choice test
C. Problem-solving - give
B. De-contextualizing setting
D. Matching - select
C. Performance drill
D. Real world application
Among standardized tests, which is to
measure COGNITIVE abilities, and

Page 3 of 16
 administered either as a group or ^^ B. To improve the speed of reading
individual test? competence
A. Intelligence test
One half of the class scored very low. In the context of the 6 facets of
Teacher Ron gave another test to understanding cited by Wiggins and
determine where the students were McTighe, what is a proof of a student’s
WEAKEST. What type of test is this? understanding of a principle?
^^ C. Diagnostic test A. Stating given examples
B. Repeating it as given by the
teacher
CHARACTERISTICS OF A GOOD TEST C. Applying it to solve his
problem
 CLARITY OF LEARNING TARGETS D. Retaining it in memory for a
Learning objectives long period of time

Objectives must be SMART This is a learning outcome: APPLY the

four pillars of learning in responding to
SPECIFIC the aspirations of the learner and the
MEASURABLE community. Which assessment task is
ATTAINABLE aligned?
^^ C. Give examples of how you can
REALISTIC apply the four pillars of learning to
TIME-BOUND respond to a community need

CHARACTERISTICS OF A GOOD TEST

 VALIDITY
Measures what it intends to measure

TYPES OF VALIDITY
CONTENT PREDICTIVE CONSTRUCT
Test and Future Trait and
objectives evidence

CRITERION CONCURRENT FACE

SAMPLE BLEPT ITEM Standard Present Appearance
What cognitive domain is involved in performance
the student’s clarifying information
from conclusion? CURRICULAR
^^ C. Analysis Program of
studies
(making TOS /
In order for assessment to have clarity
table of
of learning targets, outcomes must be
specifications)
stated in behavioral terms so that this
can be measured. Which of the
following shows this desired CLARITY?

Page 4 of 16
 ^^ D. Reliability

SAMPLE BLEPT ITEM Since Teacher Alvin wants his test to be

Which of the following type of validity more reliable, which of the following
answer the question: how adequately should he adopt?
does the sample of assessment tasks ^^ C. Increase number of test items
represent the domain of the task to be
measured? OTHER CHARACTERISTICS OF A GOOD TEST
A. Content-Related
B. Criterion-Related  APPROPRIATENESS OF
C. Construct-related ASSESSMENT METHODS
D. Predictive
 FAIR AND UNBIASED (No gender
discrimination, etc.)
Which of the following principles should  POSITIVE CONSEQUENCES (Do
Teacher Ana consider FIRST to make the not treat tests as punishment to
assessment valid if she wants to students)
consider readiness of the new batch of  PRACTICALITY AND EFFICIENCY
students that she will teach?
^^ B. Assessment should be based on
specific learning objectives. SAMPLE BLEPT ITEM
For easier correction of his test, Teacher
Edward prepared the true and false
CHARACTERISTICS OF A GOOD TEST items in ALTERNATING 1, 3, 5, 7, etc.
true, and 2, 4, 6, etc. false. What is
 RELIABILITY wrong with the test in terms of
Consistency, stability, equivalence usability?
^^ B. Identifiable pattern of answers
NOTE BY SIR: If valid, then reliable.
Tests should be non-threatening, but
If reliable, then not always valid. which of the following actually
threatens students?
FOUR RELIABILITY PROCEDURES ^^ B. Surprise quiz
TEST-RETEST PARALLEL
Consistency Equivalent The tests questions in Teacher Marian’s
test were confusing and subject to
SPLIT-HALF KUDER wrong understanding, especially to
Stability RICHARDSON poorer students. What was wrong with
Used to measure the test?
internal validity ^^ C. Ambiguity

In her tests, Teacher Dorie made tests

SAMPLE BLEPT ITEM that were either too difficult or too
Which of the following criteria is the easy. What was wrong with her tests?
basis for selecting tests that yield ^^ A. Inappropriate level of difficulty of
similar results when repeated over a the test items
period of time?

Page 5 of 16
 Here is a learning outcome: Interpret
PM SESSION assessment results. How should this be
assessed?
PHASES OF MAKING A TEST A. Ask the question: Is the mean
1. Identification of objects and outcomes okay?
2. Listing of the topics B. Ask the question: Is the test
3. TOS easy?
4. Selection of type of test C. Present the data on score
5. Writing of Test Items distribution, mean, standard
6. Sequencing deviation then ask the students
7. Directions or Instructions to interpret the mean, the
8. Answer Sheet and Scoring Sheet standard deviation then ask
the students to interpret the
meaning of the data
D. Ask: Is there a need to interpret
data? Why?

Which of the following items

appropriately measure/s the specified
skill below? Objective: Explain why a
test’s reliability is a necessary but not a
SAMPLE BLEPT ITEM sufficient condition for test validity.
Which of the following is completed
FIRST in planning an achievement test?
A. Select the type of test items to
use
B. Decide the length of the test
C. Prepare the table of
specifications
D. Define the intended learning ^^ C. II, III, & IV only
outcomes

In preparing classroom tests, which of

the following checklist is the LAST
DO’s and DON’Ts in Test
among steps in tests preparation? Construction
A. How are the test scores to be
tabulated? What’s wrong with this multiple-choice item?
B. Have I prepared a Table of
Specifications?
C. How are the tests results to be
reported?
D. How is the objective item to be
scored?

With what should the assessment of ^^ choices are not in alphabetical order, too
test items be aligned? vague or deep, the “not” isn’t
^^ B. Instructional objectives highlighted/capitalized.

Page 6 of 16
 MULTIPLE CHOICE DO’s & DON’Ts  TRUE OR FALSE DO’s & DON’Ts
o Appropriate to the reading level o Avoid vague adjectives.
o Highlight negative terms o Avoid insignificant words.
o Ask complete questions o Avoid negative words.
o ONE CORRECT / BEST ANSWER o Avoid specific determiners.
o Options must be equal in length
o Item must be found in a single SAMPLE BLEPT ITEM
page. NO PAGE BREAKS / Which is an improved version of this
huwag putol. True-False test item? With mandatory
kindergarten and grades 1 to 12, the
SAMPLE BLEPT ITEM Philippines has one of the best, if not
Which test item measures the greatest the best, educational system in the
variety of learning objectives? world.
^^ B. Multiple-choice item

Which should be done to increase the

difficulty of a multiple-choice test item?
^^ C. Make the options equal in length ^^ B. The K to 12 system makes the
Philippine educational system the
Teacher Ralph decided to have a longest in the world.
combination of a 20-item multiple
choice examination and 30-item ___________________________________
practical test for the quarterly
assessment in Computer Hardware
Servicing. Is his action justifiable? What’s wrong with this matching type item?

^^ B. Yes, because a quarterly

assessment may be written or
performance in nature
___________________________________

What’s wrong with this true or false item? ^^ Dapat homogenous siya. Kung tao, tao.
Kung petsa, petsa lang.

 MATCHING TYPE DO’s & DON’Ts

o Homogeneous response
o Alphabetically arranged
o Distractors must be seen
^^ Kapag True or false, dapat positive ang o Number in ascending order
statement. Yung adverb na “typically” ay
vague modifiers.

Page 7 of 16
 SAMPLE BLEPT ITEM SAMPLE BLEPT ITEM
In the matching type of test below, how Among the opportunities for Essay
can you improve the test exercise? Questions, which of the following does
NOT provide high-level thinking
opportunity?
A. Analysis
B. Evaluation
C. Synthesis
D. Memorization
^^ B. Add 1 to 3 items under column B
___________________________________
Which assessment tasks is aligned to
What’s wrong with this fill-in-the-blanks item? this outcome? ANALYZE the socio-
cultural factors that affect learning.
A. Completion test
B. Essay test
C. Matching type
D. Multiple choice test
^^ Length of blanks must be equal or uniform.
No blanks must be in the beginning of the
Teacher Neri wants to develop the
sentence. Don’t use “a” and “an” because this
ability of sound judgment in his
may give clues.
students. Which of the following
questions should he ask?
 FILL-IN-THE-BLANKS
DO’s & DON’Ts
o Definite answer only
o Blanks on middle and end only
o Blanks of equal length
o Don’t use “a” or “an” ^^ B. With the elements of a
good paragraph in mind, which
one is the best written?

SUBJECTIVE TESTS ESSAY

– explanation of ideas

RESTRICTED EXTENDED
Specific length; Free expression
certainties
“In less than “Why must love
three be unselfish?”
sentences…” Next page

Page 8 of 16
 Which aspect of multi-intelligence is
PERFORMANCE-BASED TESTS enhanced by asking students to work on
a physical model of the atom after a
PROCESS PRODUCT teacher’s discussion on the subject of
How to accomplish What is the atom?
Creativity, accomplished? ^^ B. Kinesthetic
accuracy, Typically concrete
complexity
What is the active learning strategy to
promote friendly competition and an
SAMPLE BLEPT ITEM
atmosphere of fun in learning?
In Outcomes-based education, which of
^^ A. Games
the following are NOT considered as
outcomes?
A. Products - concrete
Mr. Santos is designing a performance
B. Procedures
assignment for his class in Filipino.
C. Portfolios - concrete
Which of the following should he FIRST
D. Performances - concrete
consider to come up with a really valid
test?
Which of the following is the advantage
of performance-based assessment over
the traditional assessment? ^^ A. A set of standards to
determine what students know
and can do (Objectives kasi)

^^ C. Assess complex learning

outcomes and skills Mr. Agustin wants to assess how well
his students can speak
extemporaneously. Which of the
In assessment for Problem-Based following is the most valid and
Learning, who are responsible in authentic procedure he will use?
judging student performance?
A. Teachers and supervisors
B. Teachers, students, supervisors
^^ D. Let students deliver
C. Teachers and students
extemporaneous speech
D. Teachers and peers

Mrs. Cruz wants to test her students’

Among written categories of
ability to work with and relate with
assessment methods, what instruments
other people. Which is the most
did Teacher Mona use when she used a
authentic assessment procedure to give
checklist in order to grade the dramatic
to her students?
performance of students in play?
^^ A. Performance test

^^ D. Let students organize a

project in the community

Page 9 of 16
 Among the teachers below, who D. Portfolio
administered authentic assessment task Which of the following is the advantage
for the objective “summarize a of portfolio assessment?
selection read”.

^^ A. Pupils are assessed based

^^ D. Teacher Y asked his on varied evidence of learning
students to read a selection
that is interesting to them and Of the following, which is NOT a
let them summarize characteristic of the Response Journal
individually. that reflects observations and
interpretations of the student, such as
Watson applied classical conditioning in on a reading material or a field visit?
his experiments and the results showed
that behavior is learned through
stimulus-response, associations,
specifically the development of ^^ B. Literary and grammatical
emotional responses to certain stimuli.
This helps us in ____________.
^^ A. Understanding fear,
phobias, and love
RUBRICS
o Descriptors, expectations of
quality
PORTFOLIO o Scoring tool
o PUBLIC!
(collection of students’ work)
SHOWCASE DEVELOPMENTAL
BEST! Improvements,
changes

DOCUMENTARY EVALUATION
Journey, reflections BEST and WORST,
grading

SAMPLE BLEPT ITEM

TYPES OF RUBRICS
What is an alternative assessment tool
that consists of a collection of work ANALYTIC HOLISTIC
artifacts or in-progress Components, Single, overall
accomplishments by a targeted Criterion score
clientele?
A. Evaluation instrument Break down / One-
B. Rubric multi- dimensional
C. Achievement Test dimensional

Page 10 of 16
 Table form Paragraph Form D. Both analytic and holistic
Teacher wants students to determine if
AFFECTIVE ASSESSMENT TOOLS
the declarative sentences they wrote
LIKERT SCALE RATING SCALE
COMPLY with the elements of a
 Five-point or  Assign value or sentence such as “begins with a capital
seven-point degree
letter, end with a period…” Which will
Attitude  Typically, 1 as the she use?
Statements highest, 5 as the ^^ C. Checklist
 Positive/negative lowest
response Using rubrics, which is the FUTURISTIC
 STRONGLY and HYPOTHETICAL among the
DISAGREE – following criterion chosen to assess a
STRONGLY AGREE planned student affairs program for the
CHECKLIST SEMANTIC school year?
Completeness, DIFFERENTIAL
inventory, quantity, Bipolar pair of
YES or NO adjectives / ^^ B. Feasibility of
antonyms projects/activities

What is being assessed by the rubric

NUMERICAL DESCRIPTIVE
that seeks to assess high, moderate, or
Quality into Quality ITSELF /
low imaginative thinking?
NUMBERS words
^^ A. Creativity

Krathwohl’s Affective Domain

 ReResVOC

SAMPLE BLEPT ITEM

Which of the following is the most
reliable tool for determining the
students’ ability to write?

Receiving – Learner pays attention / Now

lang natutunan
^^ B. Scoring rubric Responding - Learner actively responds
and participates
Valuing – places value on behavior, idea,
Teacher Fitch is rating an essay type of person, situation, etc.
question. What kind of scoring rubric is
Organization – prioritizes values and
BEST to use?
resolves conflicts between them
A. Holistic
B. Analytic Characterization / Internalizing Values –
C. Either analytic or holistic value system is internalized

Page 11 of 16
AFFECTIVE ASSESSMENT TOOLS
 INCIDENCE REPORT– occurence
 OBSERVATION REPORT – subjective
(Ex. “Student is hot-headed”)
 ANECDOTAL REPORT – incident +
observation
 SOCIOMETRY – social relationship /
how well you connect with others

SAMPLE BLEPT ITEM

What is known as a self-appraisal for
professional growth that is acceptable
and useful for recognizing weakness
and strengths for a new beginning
teaching?
^^ D. Self-evaluation

ITEM ANALYSIS
– examining students’ response

 DIFFICULTY INDEX
o Correct responses

SAMPLE BLEPT ITEM

What does the test mean if the difficulty
index is 1?
A. Missed by everyone
B. Very easy
C. Very difficult
D. A quality item
NOTE: Kung ZERO, missed by everyone
 DISCRIMINATION INDEX
o Dispersion from UG and LG
(Upper Group, Lower Group) What does a NEGATIVE discrimination
index mean?
^^ B. More from the lower
group answered the test item
correctly.

Page 12 of 16
 LOWEST from the
What should be done with a test item mean
whose test difficulty index is .98? Simplest Most reliable
^^ C. Reject it measure
Least reliable
CENTRAL TENDENCY SAMPLE BLEPT ITEM
What is the mean absolute deviation of
(Values on the middle) the following scores: 77, 84, 91, 98,
105?
MEAN MEDIAN MODE
Most
Average Middlemost
frequent
Greatly
Most reliable
affected by Least reliable
with outliers
mean scores
Mere
Homogenous
inspection ^^ B. 8.4
Most reliable Not unique

SAMPLE BLEPT ITEM

Most of the students who took the STANDARD DEVIATION
examination got scores below the mean
value, this means that ___________. HOMOGENEOUS HETEROGENEOUS
^^ B. Few students got scores Clustered Scattered
above the mean. Near Far
Bunched Together Spread
In the score distrubution: 12, 18, 20, 19,
20, 15, 26, 24, 21, 20, 24. Which SAMPLE BLEPT ITEM
measure/s of central tendency does Which is true when the standard
number 20 represent? deviation is small?

^^ C. Scores are tightly

^^ C. Mode and Median
bunched together.

VARIABILITY
Which is true when the standard
(Dispersion) how far scores?
deviation is big?

RANGE STANDARD VARIANCE

DEVIATION
HIGHEST- How spread Square of SD

Page 13 of 16
 ^^ A. Scores are spaced out.

RELATIVE POSITION ^^ D. Mathematics scores

increases, English scores
(others) increases too.
SHAPES
How do they appear?

NORMAL CURVE
SAMPLE BLEPT ITEM
 Bell curve
What does it mean if student Pete got a
 Normally
60% percentile rank in class?
distributed
^^ A. He scored better than
 Congregated at
60% of the class.
the middle
How can a student’s 80th percentile
score be interpreted? SKEWNESS
^^ B. Higher than 80% of the  Long line / tail
members of the group.  Abnormalities in the curve

CORRELATION (r)
How related they are?

POSITIVE NEGATIVE
Up, up Up, down
Down, down Down, up

SKEWED TO THE SKEWED TO THE

SAMPLE BLEPT ITEM LEFT RIGHT
Which of the following indicates a Negatively skewed Positively skewed
strong negative correlation? High Low
A. -0.75 Well / good Poor
B. -0.15 performance
C. -0.10
Scores on the right Scores on the left
D. -0.25

The computed value of r in

SAMPLE BLEPT ITEM
Mathematics and English scores in 0.25.
A positively skewed score distribution
This implies that ___________.
implies _________.
^^ D. Most of the scores are low

Page 14 of 16
 What can be said of student
performance in a skewed class score
distribution?
^^ A. Most students performed well.

KURTOSIS
(peakedness)

ADDITIONAL NOTE:
MESOKURTIC – bell / normal

DepEd Order no. 8, s. 2015

 Same % on QA (quarterly assessment)

 Malaki ang MAPEH/TLE on PT
 Equal on Math and Sci

Page 15 of 16
^^ Not same % on QA

Page 16 of 16