August 24, 2019

8am – 12nn
 Work with
others Ask questions

Interactive
A. Overview of Assessment
(Definition, Nature and K-12
assessment)

B. Bloom’s Revised Taxonomy

C. Table of Specification
D. Rules in constructing the
different test types :
Multiple Choice. Matching Type,
True or False, Fill in the Blank,
Essay

E. Item Analysis and Validation

F. Describing a Data (MOCT,

MOV)
G. Validity and Reliability

H. Authentic Assessment

I. Basic Math Problems

• Process of gathering and
synthesizing evidences of
student’s performance
over a period of time.
 Nature of
Assessment

of
assessment for learning
as
1

What
nature of
2 assessment
is being
described?

3
Nature of Assessment

1. Assessment for learning

formative
used by teachers to consider
approaches to teaching and next
steps for individual learners and
the class.
Nature of Assessment
2. Assessment as learning –
students reflect on the results
of assessments
chart their own progress and
plan the next steps to improve
performance:(SELF-
ASSESSMENT)
Nature of Assessment

3. Assessment of learning
• assessment that is
accompanied by a number,
letter grade, or description
based on a standard
(summative)
Using traditional
assessments

Using alternative
assessments
traditional alternative
 Alternative
assessment tools
K-12: How are learners assessed in the
classroom?
Components of Summative Assessment
1. Allows learners to
1.Ensures that students show what they
are able to express know and are able
learned skills and to do in diverse
concepts in written ways
form. Written Performance 2. Learners may
2.May include essays, Work Tasks create or innovate
written report, long products or do
quizzes and other performance-based
written output tasks

Quarterly
Assessment

1. Measures student learning at the end of the quarter

2. This may be in the form of objective tests, performance- 20
based assessment or a combination thereof.
Sample Report Card
Grades 1 to 10

3
Sample Report Card
Grades 1 to 10

4
Sample Report Card
Grades 11 to 12

4
Sample Report Card
Grades 11 to 12

4
Retrieved from:
http://www.kurwongbs
s.qld.edu.au/thinking/
Bloom/blooms.htm
Original Terms New Terms
(Bloom) (Anderson)
• Evaluation •Creating
• Synthesis •Evaluating
• Analysis •Analysing
• Application •Applying

• Comprehension •Understanding
• Knowledge •Remembering
(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)
 Higher-level thinking skills for
everyone
 Can the student create a new product
CREATING or point of view?
 Can the student justify a stand or
EVALUATING
position?
 Can the student distinguish between the
ANALYZING
different parts?

APPLYING  Can the student use the information in a

new way?
 Can the student explain ideas or
UNDERSTANDING
concepts?
 Can the student recall or remember the
REMEMBERING information?
(Anderson & Krathwohl, 2001)
27
Answer numbers 1-15
15 min
Compare your
answers with
your seatmate.
Extra Answering Tip
You are there to
answer the
questions and not
argue/correct the
question!
 What
What isisassessed
Whatis assessed
Classroominthe
in the classroom?
classroom?
Assessment?

Learning Competencies
These refer to the knowledge,
Content Standards
understanding, skills and
attitudes that learners
1.These cover a
Performance Standards need to demonstrate in
specified
1.These describe the abilities every lesson and/or
scope of sequential and skills that learners are expected to learning activity.
topics demonstrate in relation to the content
within each strand, standards and integration of 21st-century skills.
domain, theme 2.They answer the following questions:
or component. i. What can learners do with they know?
2. They answer the ii. How well must learners do their work?
question “What iii. How well do learners use their learning or
should learners understanding in different situations?
know?” iv. How do learners apply their learning or
understanding in real-life contexts?
v. What tools and measures should the
learners
use DEPARTMENT
to demonstrate what they know?
OF EDUCATION DEPARTMENT OF EDUCATION
 Table of
Specification

TOS
 Table of Specification
(TOS)
 TOS is a test map/blue print.
 TOS is a guide in constructing the test.
 TOS Prototype
LEVEL OBJECTIVE ITEM NO %
NUMBERS .

Remembering Identify subject-verb 1,3,5,7,9 5 16.67%

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

forms
Applying Determining subject and 11,13,15, 5 16.67%
predicate 17
Analysing Formulating rules on 12, 14, 16, 5 16.67%
agreement 18, 20
Evaluating/ Writing sentences Part II 10 33.32%
creating observing rules on subject-
verb agreement
Total 30 100%
 Another type
Topic #of hours #of items Type of
Exam/ Item
Number
True or False
A 5 13
Alternate Response
B 6 16 Matching Type

Fill in the blanks

C 4 10
Multiple Choice
D 8 21 Enumeration

Essay
Total 23 60
Fill in the table to make
a TOS for 80 items
Topic #of hours #of items Type of
Exam/ Item
Number
True or False
A 1
Alternate Response
B 8 Matching Type

Fill in the blanks

C 6
Multiple Choice
D 9 Enumeration

Essay
Total
Fill in the table to make a
TOS for 80 items (answer)
Topic #of hours #of items Type of
Exam/ Item
Number
True or False
A 1 3.3 = 3
Alternate Response
B 8 26.6= 27 Matching Type

Fill in the blanks

C 6 20
Multiple Choice
D 9 30 Enumeration

Essay
Total 24 80
 Reminders in
giving directions:
Clear

Direct to the point

Students know what
to do and where to
place their answer
 Multiple Choice True or False

Essay
Fill in the blank Matching Type

Teacher Made Test

10 min
Answer numbers
16-25

10min
10 min
Working Break
Answer numbers
26-55

20 min
ANALYZING THE
TEST
“Postmortem is just as
necessary in
classroom assessment
as it is in medicine.”
Lewis Aiken
 Item Analysis
• It is the technique to help
teachers determine the
quality of a test item.

Retain, revise or reject

 Item Analysis
1.Index of Difficulty (DF)
2. Index of Discrimination(DI)
3. Distracters/options
 1. Item difficulty (DF)
It is the proportion of the number of students from
the upper and lowers groups who answered an item
correctly.

Formula:
DF = number of students who are able to answer the item correctly
total number of students
 Level of difficulty of an item
Range of Difficulty Index Interpretation

0.00- 0.20 Very Difficult

0.21- 0.40 Difficult

0.41-0.60 Average/Moderately
Difficult
0.61-0.80 Easy

0.81 – 1.00 Very Easy

 higher the value = easier the item
Range of Difficulty Index Interpretation

0.00- 0.20 Very Difficult

0.21- 0.40 Difficult

0.41-0.60 Average/Moderately
Difficult
0.61-0.80 Easy

0.81 – 1.00 Very Easy

Example
OPTIONS A B* C D E

UPPER 0 12 3 1 5
GROUP

LOWER 0 8 7 0 6
GROUP
2. Discrimination Index (DI)
It is the power of the item to discriminate
the students between those who scored
high and those who scored low in the
over all test.
In other words, it is the power of the item
to discriminate the students who
do not know the
know the lesson
lesson
Formula:
Index of Discrimination (DI) = DU -____DL
Nu

where
DU – number of students in the upper
25% who responded correctly
DL – number of students in the lower
25% who responded correctly

Nu – number of students in the upper group

Note: some use 27%, 30% or 33%

 Level of Discrimination
Index Range Interpretation

0.19 and Poor item, should be eliminated or

below need to be revised
0.20 – 0.29 Marginal item, needs some revision

0.30 – 0.39 Reasonably good item but possibly

for improvement
0.40 and Very Good item
above
Example
OPTIONS A B* C D E

UPPER 0 12 3 1 5
GROUP

LOWER 0 8 7 0 6
GROUP
2. Discrimination Index (DI)
Positive DI happens when more students in the
upper group got the item correctly.

Negative DI happens when more students in

the lower group got the item correctly.

Zero DI happens when the same number from

the upper and lower group got the item
correctly.
3. Analysis of the distracters
This is used to determine the
attractiveness of the distracters.
How?
more students in the lower group
than in the higher group choose
it.
 Examine the distracters of the following:

OPTIONS A B* C D E

UPPER 0 12 3 1 5
GROUP

LOWER 0 8 7 0 6
GROUP
 A class is composed of 50 students. 27% was
used to get the number of the upper group and
the lower group.
ITEM 10 A B C D*
UPPER 1 2 2 9
GROUP
LOWER 2 2 5 5
GROUP
1.Compute the index of difficulty
2.What is the difficulty level?
3.Indicate the discrimination index.
ITEM 10 A B C D*
UPPER 1 2 2 9
GROUP
LOWER 2 2 5 5
GROUP
4. Which group got more correct answer?
5. Which option is the most effective?
6. Which of the options is/are ineffective?
7. Does item 10 has positive discrimination?
8. What can you say about options A and C? Are
they effective distracters ? How about option B?
What will you do with option B?
 SUMMARY MEASURE

VARIATION LOCATION
CENTRAL TENDENCY
(RELATIVE STANDING)

MEAN RANGE
QUANTILES OR Z-SCORE
FRACTILES
MEDIAN VARIANCE

MODE QUARTILES
STANDARD
DEVIATION

MIDRANGE DECILES
COEFFICIENT OF
VARIATION
PERCENTLES
Example: Team A - Heights of five marathon players in inches

Mean = 65”
SD = 0”

65 “ 65 “ 65 “ 65 “ 65 “
 Example: Team B - Heights of five marathon players in inches

Mean = 65”
SD = 4.0”
62 “ 67 “ 66 “ 70 “ 60 “
A z-score or a standard score is the number of
standard deviations that a given value (x) is
above or below the mean

Sample Population
xx x
z z
s 
 In what subject did Glenn perform well
in relation to the mean and standard
deviation of the class?
Subject Glenn’s Mean Standard
Score Deviation
English 89 92 5

Math 95 98 6

PE 93 88 4
 RELIABILITY

It refers to the consistency of a test in

measuring whatever it measures.

It is the degree to which a test will yield similar

or comparable results for the same students
when administered at different times..
(repeatability)
TABLE FOR INTERPRETING RELIABILITY

Value of r interpretation
0.80 – 1.00 High reliability
0.40 – 0.79 Fair reliability
0.39 and below Low reliability
METHODS OF DETERMINING TEST RELIABILITY

1.Test-retest Method
- one test
-administered twice
-same group of students

Spearman rho is used

2. Parallel /Alternate Form Method
-Two equivalent forms of test
- administered once
- same group of students

Pearson’s R is used
3. Split-half method
- A single test divided into two equivalent halves
-administered once
-one group of students

Common method of splitting : scores in the odd items vs

scores in the even items

Spearman-Brown prophesy is used to compute

the reliability.
4. INTERNAL CONSISTENCY

- Kuder-Richardson formula is used

- It is used for measures with
dichotomous choices.
VALIDITY

It refers to the accuracy of inferences drawn

from a test.
It is the degree to which a test measures what it
is supposed to measure.

True If a test is
or reliable then it is
false also valid.
WHICH FIGURE ILLUSTRATES THE MOST
VALID AND RELIABLE EXAM?
AUTHENTIC
ASSESSMENT
1. AA starts with clear and definite criteria of
performance made known to students. RUBRIC

2. AA is criterion-referenced rather than norm-

referenced.

3. AA requires students to make their answers to

questions rather than select from given options
as in multiple choices items, and requires them to
use a range of higher order thinking skills
(HOTS).
4. AA often emphasizes performance and
therefore students are required to demonstrate
their knowledge, skills or competencies in
appropriate situations.

5. AA encourages both encourages both teacher

and students to determine their rate of progress
in cooperatively attaining the desired student
leaning outcomes.
6. AA does not encourage rote learning and
passive taking of tests; instead, students are
required to demonstrate analytical skills, ability
to integrate what they learn, creativity, and
ability to work in group, skill in oral and written
communications. In brief, AA values not only
the finished products which are the learning
outcomes, but also the process of
learning.
7. AA changes the role of students as passive
test takers into becoming active and involved
participants in assessment of activities that
emphasize what they are capable of doing.
1. Doing social experiments
2. Conducting social science field research
3. Writing stories and reports
4. Reading and interpreting literary pieces
5. Solving mathematic problems that have real-
world implications
6. Performing particular skills/competencies
7. Simulation or role playing
8. Exhibiting and displaying completed works
9. Submitting portfolios
10. Submitting original creative projects
Answer
Assessment 2
Exercises
Answer
Part III
Set A
Set B
Set C
Set D
CONGRATULATIONS!
CONGRATULATIONS!
Isaiah 41:10
So do not fear, for I am with you;
do not be dismayed, for I am your God.
I will strengthen you and help you;
I will uphold you with my righteous right hand.
John 14:6
Jesus said:

I am the way
The truth
And the life
No one comes to the Father except thru me.
 WRITING RUBRIC
Criter Factor Level of Level of Level of
ion Performance Performance Performance
Satisfactory – Developing – Unsatisfactor
6-10 5-6 y – 1-5
Easily Somewhat Not
Cont Thesis Identifiable and Identifiable or Identifiable
ent Statem Clearly Stated Ambiguous Thesis and
ent Thesis; Thesis and Point of View
Establishes a Point of View
Point of View
Develo Focuses on and Diverges from Fails to Focus
pment Fulfills the Focus and on and
Thesis Development Develop