Study and Thinking Skills

PROFESSIONAL EDUCATION
Focus: Assessment and Evaluation of Learning 1

By: Marilyn U. Balagtas and Antonio G. Dacanay
Competencies: Apply principles in constructing and interpreting alternative/authentic forms of

high quality assessment.
PART I: CONCEPT UPDATE
BASIC CONCEPTS
Test An instrument designed to measure any characteristic, quality, ability,
knowledge or skill. It comprised of items in the area it is designed to
measure.
Measurement A process of quantifying the degree to which someone/something
possesses a given trait. I.e. quality, characteristics, or feature.
Assessment A process of gathering and organizing quantitative or qualitative data into
an interpretable form to have a basis for judgment or decision-making.
It is a prerequisite to evaluation. It provides the information which enables
evaluation to take place.
Evaluation A process of systematic interpretation, analysis, appraisal or judgment of
the worth of organized data as basis for decision-making. It involves
judgment about the desirability of changes in students.
Traditional It refers to the use of pen-and-paper objective test.
Assessment
Alternative It refers to the use of methods other than pen-and-paper objective test
Assessment which includes performance test, projects, portfolios, journals, and the
likes.
Authentic It refers to the use of assessment methods that simulate true-to-life
Assessment situations. This could be objective tests that reflect real-life situations or
alternative methods that are parallel to what we experience in real life.
PURPOSES OF CLASSROOM ASSESSMENT

1. Assessment FOR Learning this includes three types of assessment done before and
during instruction. These are placement, formative, and diagnostic.
a. Placement done prior to instruction
Its purpose is to assess the needs of the learners to have basis in
planning for a relevant instruction
Teachers use this assessment to know what their students are bringing
into the learning situation and use this as starting point for instruction.
The results of this assessment place students in specific learning groups
to facilitate teaching and learning.
b. Formative done during instruction
It is this assessment where teachers continuously monitor the students
level of attainment of the learning objectives (Stiggins, 2005)
The results of this assessment are communicated clearly and promptly to
the students for them to know their strengths and weaknesses and the
progress of their learning.
c. Diagnostic done during instruction

This is used to determine students recurring or persistent difficulties.
It searches for the underlying causes of students learning problems that
do not respond to first aid treatment.
It helps formulate a plan for detailed remedial instruction.
2. Assessment OF Learning this is done after instruction. This is usually referred to as

the summative assessment.
It is used to certify what students know and can do and the level of their
proficiency or competency.
Its results reveal whether or not instructions have successfully achieved the
curriculum outcomes.
The information from assessment of learning is usually expressed as marks or
letter grades.
The results of which are communicated to the students, parents, and other
stakeholders for decision making.
It is also a powerful factor that could pave the way for educational reforms.
3. Assessment AS Learning this is done for teachers to understand and perform well
their role of assessing FOR and OF learning. It required teachers to undergo training on
how to assess learning and be equipped with the following competencies needed in
performing their work as assessors.
Standards for Teacher Competence in Educational Assessment of Students

(Developed by the
American Federation of Teachers
National Council on Measurement in Education
National Education Association)
1. Teachers should be skilled in choosing assessment methods appropriate for

instructional decisions.
2. Teachers should be skilled in developing assessment methods appropriate for
instructional decisions.
3. The teacher should be skilled in administering, scoring, and interpreting the results of
both externally-produced and teacher-produced assessment methods.
4. Teachers should be skilled in using assessment results when making decisions about
individual students, planning teaching, developing curriculum, and school improvement.
5. Teachers should be skilled in developing valid pupil grading procedures which use pupil
assessments.
6. Teachers should be skilled in communicating assessment results to students, parents,
and other lay audiences, and other educators.
7. Teachers should be skilled in recognizing unethical, illegal, and otherwise inappropriate
assessment methods and uses of assessment information.
PRINCIPLES OF HIGH QUALITY CLASSROOM ASSESSMENT
Principle 1: Clear and Appropriate Learning Targets
Learning targets should be clearly stated, specific, and centers on what is truly important.
Learning Targets
(McMillan, 2007; Stiggins, 2007)
Knowledge Student mastery of substantive subject matter
Reasoning Student ability to use knowledge to reason and solve problems
Skills Student ability to demonstrate achievement-related skills
Products Student ability to create achievement-related products
Affective/Disposition Student attainment of affective states such as attitudes, values, interests,
and self-efficacy.
Principle 2: Appropriate Methods
Assessment Methods
Objective Objective Performance Oral
Essay Based
Observation Self-Report
Supply Selection Question
Presentations
Restricted Attitude
Papers
Oral Survey
Short Answer Multiple Choice Projects
Response Examinations Informal Sociometric
Completion Matching Athletics
Extended Conferences Formal Devices
Test True/False Demonstrations
Interviews Questionnaires
Exhibitions
Response Inventories
Portfolios
Learning Targets and their Appropriate Assessment Methods

Assessment Methods
Targets Performance Oral Self-
Objective Essay Observation
Based Question Report
Knowledge 5 4 3 4 3 2
Reasoning 2 5 4 4 2 2
Skills 1 3 5 2 5 3
Products 1 1 5 2 4 4
Affect 1 2 4 4 4 5
Note: Higher numbers indicate better matches (e.g. 5=high, 1=low)
Modes of Assessment
Mode Description Examples Advantages Disadvantages
Scoring is
Preparation of
objective
The paper-and- the instrument
Administration
pen test used in Standardized is time
is easy
Traditional assessing and teacher- consuming
because
knowledge and made tests Prone to
students can
thinking skills guessing and
take the test at
cheating
the same time
Preparation of
A mode of Scoring tends
the instrument
assessment that to be
Practical Test is relatively
requires actual subjective
Oral and Aural easy
Performance demonstration of without rubrics
Test Measures
skills or creation of Administration
products of Projects, etc. behavior that
is time
cannot be
learning consuming
deceived
A process of
gathering multiple Development
Working Measures
indicators of is time
Portfolios students
student progress consuming
Show growth and
Portfolio to support course Rating tends
Portfolios development
goals in dynamic, to be
ongoing and Documentary Intelligence-
subjective
Portfolios fair
collaborative without rubrics
process
Principle 3: Balanced
A balanced assessment sets targets in all domains of learning (cognitive, affective, and
psychomotor) or domains of intelligence (verbal-linguistic, logical-mathematical, bodily-
kinesthetic, visual-spatial, musical-rhythmic, intrapersonal-social, intrapersonal-
introspection, physical world-natural, existential-spiritual).
A balanced assessment makes use of both traditional and alternative assessment.
Principle 4: Validity
A. Validity is the degree to which the assessment instrument measures what it intends to
measure. It also refers to the usefulness of the instrument for a given purpose. It is the
most important criterion of a good assessment instrument.
Ways in Establishing Validity

1. Face Validity is done by examining the physical appearance of the instrument
2. Content Validity is done through a careful and critical examination of the

objectives of assessment so that it reflects the curricular objectives.
3. Criterion-related Validity is established statistically such that a set of scores
revealed by the measuring instrument is correlated with the scored obtained in
another external predictor or measure. It has two purposes:
a. Concurrent validity describes the present status of the individual by
correlating the sets of scores obtained from two measures given
concurrently.
b. Predictive validity described the future performance of an individual by
correlating the sets of scores obtained from two measures given at a
longer time interval.
4. Construct Validity is established statistically by comparing psychological traits
or factors that theoretically influence scores in a test.
a. Convergent Validity is established if the instrument defines another
similar trait other than what it is intended to measure e.g. Critical Thinking
Test may be correlated with Creative Thinking Test.
b. Divergent Validity is established if an instrument can describe only the
intended trait and not the other traits e.g. Critical Thinking Test may not
be correlated with Reading Comprehension Test.
Principle 5: Reliability
Reliability it refers to the consistency of scores obtained by the same person when
retested using the same instrument / its parallel or when compared with other students who
took the same test.
Type of
Statistical
Method Reliability Procedure
Measure
Measure
Give a test twice to the same group with
Measure of
1. Test-Retest any time interval between tests from Pearson
stability
several minutes to several years
Measure of Give parallel forms of tests with close
2. Equivalent Forms Pearson
equivalence time interval between forms
Measure of
Give parallel forms of tests with
3. Test stability and Pearson
increased time interval between forms
equivalence
Pearson &
Measure of Give a test once. Score equivalent
Spearman
4. Split Half Internal halves of the test e.g. odd- and even-
Brown
Consistency numbered items
Formula
Kuder-
Measure of Give the test once then correlate the
5. Kuder- Richardson
Internal proportion/percentage of the students
Richardson Formula 20
Consistency passing and not passing a given item
and 21
Principle 6: Fairness
A fair assessment provides all students with an equal opportunity to demonstrate achievement.
The key to fairness are as follows:
Students have knowledge of learning targets and assessment
Students are given equal opportunity to learn
Students possess the pre-requisite knowledge and skills
Students are free from teacher stereotypes
Students are free from biased assessment tasks and procedures
Principle 7: Practicality and Efficiency
When assessing learning, the information obtained should be worth the resources and time
required to obtain it. The factors to consider are as follows:
Teacher Familiarity with the Method. The teacher should know the strengths and
weaknesses of the method and how to use them.
Time Required. Time includes construction and use of the instrument and the interpretation
of results. Other things being equal, it is desirable to use the shortest assessment time
possible that provides valid and reliable results.
Complexity of the Administration. Directions and procedures for administrations and
procedures are clear and that little time and effort is needed.
Ease of Scoring. Use scoring procedures appropriate to your method and purpose. The
easier the procedure, the more reliable the assessment is.
Ease of Interpretation. Interpretation is easier if there was a plan on how to use the results
prior to assessment.
Cost. Other things being equal, the less expense used to gather information, the better.
Principle 8: Assessment should be a continuous process.
Assessment takes place in all phases of instruction. It could be done before, during, and
after instruction.
Activities Occurring Prior to Instruction:

Understanding students cultural backgrounds, interests, skills, and abilities as they
apply across a range of learning domains and/or subject areas;
Understanding students motivations and their interests in specific class content;
Clarifying and articulating the performance outcomes expected of pupils; and
Planning instruction for individuals or groups of students.
Activities Occurring During Instruction:

Monitoring pupil progress toward instructional goals;
Identifying gains and difficulties pupils are experiencing in learning and perfoming;
Adjusting instruction;
Giving contingent, specific, and credible praise and feedback;
Motivating students to learn; and
Judging the extent of pupil attainment of instructional outcomes.
Activities Occurring After the Appropriate Instructional Segment:

(E.g. lesson, class, semester, grade)
Describing the extent to which each student has attained both short- and long-term
instructional goals;
Communicating strengths and weaknesses based on assessment results to
students, and parents or guardians;
Recording and reporting assessment results for school-level analysis, evaluation,
and decision-making
Analyzing assessment information gathered before and during instruction to
understand each students progress to date and to inform future instructional
planning;
Evaluating the effectiveness of instruction; and
Evaluating the effectiveness of the curriculum and materials in use.
Principle 9: Authenticity
Features of Authentic Assessment

Meaningful performance task
Clear standards and public criteria
Quality products and performance
Positive interaction between the assessee and assessor
Emphasis on meta-cognition and self-evaluation
Learning that transfers
Criteria of Authentic Achievement (Burke, 1999)

Disciplined Inquiry requires in-depth understand of the problem and a move beyond
knowledge produced by others to a formulation of new ideas.
Integration of Knowledge considers things as a whole rather than fragments of knowledge.
Value Beyond Evaluation what students do have some value beyond the classroom.
Principle 10: Communication
Assessment targets and standards should be communicated.

Assessment results should be communicated to its important users.
Assessment results should be communicated to students through direct interaction or
regular ongoing feedback on their progress.
Principle 11: Positive Consequences
Assessment should have a positive consequence to students, that is, it should motivate
them to learn.
Assessment should have a positive consequence on teachers, that is, it should help them
improve the effectiveness of their instruction.
Principle 12: Ethics
Teachers should free the students from harmful consequences of misuse or overuse of
various assessment procedures such as embarrassing students and violating students right
to confidentiality.
Teachers should be guided by laws and policies that affect their classroom assessment.
Administrators and teachers should understand that it is inappropriate to use standardized
student achievement to measure teaching effectiveness.
PERFORMANCE BASED ASSESSMENT

Performance-Based Assessment is a process of gathering information about students
learning through actual demonstration of essential and observable skills and creation of
products that are grounded in real world contexts and constraints. It is an assessment that is
open to many possible answers and judged using multiple criteria or standards of excellence
that are pre-specified and public.
Reasons for Using Performance-Based Assessment

Dissatisfaction of the limited information obtained from selected-response test.
Influence of cognitive psychology, which demands not only for the learning of declarative but
also for procedural knowledge.
Negative impact of conventional tests e.g. high-stake assessment, teaching for the test
It is appropriate in experiential, discovery-based, integrated, and problem-based learning
approaches.
Types of Performance-Based Task

1. Demonstration-type this is a task that requires no product
Examples: constructing a building, cooking demonstrations, entertaining tourists,

teamwork, presentations
2. Creation-type this is a task that requires tangible products
Examples: project plan, research paper, project flyers, discovered
Methods of Performance-Based Assessment

1. Written-open ended a written prompt is provided
Formats: essays, open-ended test
2. Behavior-based utilizes direct observations of behaviors in situations or simulated
contexts
Formats: structured and unstructured
3. Interview-based examinees respond in one-to-one conference setting with the
examiner to demonstrate mastery of the skills
Formats: structured and unstructured
4. Product-based examinees create a work sample or a product utilizing the
skills/abilities
5. Portfolio-based collections of works that are systematically gathered to serve many
purposes
How to Assess a Performance

1. Identify the competency that has to be demonstrated by the students with or without a
product.
2. Describe the task to be performed by the students either individually or as a group, the
resources needed, time allotment and other requirements to be able to assess the
focused competency.
7 Criteria in Selecting a Good Performance Assessment Task

Generalizability the likelihood that the students performance on the task will
generalize to comparable tasks.
Authenticity the task is similar to what the students might encounter in the real
world as opposed to encountering only in the school.
Multiple Foci the task measures multiple instructional outcomes.
Teachability the task allows one to master the skill that one should be proficient in.
Feasibility the task is realistically implementable in relation to its cost, space, time,
and equipment requirements.
Scorability the task can be reliably and accurately evaluated.
Fairness the task is fair to all the students regardless of their social status or
gender.
3. Develop a scoring rubric reflecting the criteria, levels of performance, and the scores.
PORTFOLIO ASSESSMENT
Portfolio Assessment is also an alternative to pen-and-paper objective test. It is a
purposeful, ongoing, dynamic, and collaborative process of gathering multiple indicators of the
learners growth and development. Portfolio assessment is also performance-based but more
authentic than any performance-based task.
Reasons for Using Portfolio Assessment

Burke (1999) actually recognizes portfolio as another type of assessment and considered
authentic because of the following reasons:
It tests what is really happening in the classroom.
It offers multiple indicators of students progress
It gives the students the responsibility of their own learning.
It offers opportunities for students to document reflections of their learning.
It demonstrates what the students know in ways that encompass their personal learning
styles and multiple intelligences.
It offers teachers new role in the assessment process.
It allows teachers to reflect on the effectiveness of their instruction.
It provides teachers freedom of gaining insights into the students development or
achievement over a period of time.
Principles Underlying Portfolio Assessment

There are three underlying principles of portfolio assessment: content, learning, and
equity principles.
1. Content principle suggests that portfolios should reflect the subject matter that is
important for the students to learn.
2. Learning principle suggests that portfolios should enable the students to become active
and thoughtful learners.
3. Equity principle explains that portfolios should allow students to demonstrate their
learning styles and multiple intelligences.
Types of Portfolios
Portfolios could come in three types: working, show, or documentary.
1. The working portfolio is a collection of a students day-to-day works which reflect his/her
learning.
2. The show portfolio is a collection of a students best works.
3. The documentary portfolio is a combination of a working and a show portfolio.
Steps in Portfolio Development
2. Collect
1. Set Goals 3. Select
(Evidences)
6. Evaluate
(Using 5. Reflect 4. Organize
Rubrics)
7.
Confer/Exhibit
DEVELOPING RUBRICS
Rubric is a measuring instrument used in rating performance-based tasks. It is the key
to corrections for assessment tasks designed to measure the attainment of learning
competencies that require demonstration of skills or creation of products of learning. It offers a
set of guidelines or descriptions in scoring different levels of performance or qualities of
products of learning. It can be used in scoring both the process and the products of learning.
Similarity of Rubric with Other Scoring Instruments

Rubric is a modified checklist and rating scale.
1. Checklist
Presents the observed characteristics of a desirable performance or product
The rater checks the trait/s that has/have been observed in ones performance or product.
2. Rating Scale
Measures the extent or degree to which a trait has been satisfied by ones work or
performance
Offers an overall description of the different levels of quality of a work or a performance
Uses 3 to more levels to describe the work or performance although the most common
rating scales have 4 or 5 performance levels.
Below is a Venn Diagram that shows the graphical comparison of rubric, rating scale, and
checklist.
Checklist
Rating Scale
- shows the
RUBRIC - shows degree of
observed traits of
quality of
a
work/performance
work/performance
Types of Rubrics
Type Description Advantages Disadvantages
It does not clearly
It allows fast describe the degree of
assessment. the criterion satisfied
It describes the overall
It provides the overall or not by the
quality of a performance
performance or quality performance or
Holistic or product. In this rubric,
of work. product.
Rubric there is only one rating
It can indicate the It does not permit
given to the entire work or
performance. general strengths and differential weighting
weaknesses of the of the qualities of a
work or performance. product or
performance.
It clearly describes the
degree of the criterion
satisfied or not by the
It describes the quality of
performance of the
a performance or product
product.
in terms of the identified It is more time
It permits differential
Analytic dimensions and/or criteria consuming to use.
weighting of the
Rubric for which are rated It is more difficult to
qualities of a product
independently to give a construct.
or a performance.
better picture of the quality
of work or performance. It helps raters pinpoint
specific areas of
strengths and
weaknesses.
Important Elements of a Rubric

Whether the format is holistic or analytic, the following information should be made available
with a rubric:
Competency to be tested this should be a behavior that requires either a demonstration
or creation of products of learning
Performance Task the task should be authentic, feasible, and has multiple foci
Evaluative Criteria and their Indicators these should be made clear using observable
traits
Performance Levels these levels could vary in number from 3 or more
Qualitative and Quantitative descriptions of each performance level these
descriptions should be observable to be measurable
Guidelines When Developing Rubrics

Identify the important and observable features or criteria of an excellent performance or
quality product.
Clarify the meaning of each trait or criterion and the performance levels.
Describe the gradations of quality product or excellent performance.
Aim for an even number of levels to avoid the central tendency source of error.
Keep the number of criteria reasonable enough to be observed or judged.
Arrange the criteria in order in which they will likely be observed.
Determine the weight/points of each criterion and the whole work or performance in the final
grade.
Put the descriptions of a criterion or a performance level on the same page.
Highlight the distinguishing traits of each performance level.
Check if the rubric encompasses all possible traits of a work.
Check again if the objectives of assessment were captured in the rubric.
References:
1. Ardovinio, J., Hollingsworth, J., & Ybarra, S. (2000). Multiple measures. California: Corwin Press Inc.
2. Campbell, D.M., Melenyzer, B.J., Nettles, D.H., Wyman, R.M. (2003). Portfolio and performance assessment in teacher
education. Boston: Allyn and Bacon.
3. Gredler, M.G. (1999). Classroom assessment and learning. Newyork: Longman.
4. Kubiszyn, T. & Borich G. (2000). Educational Testing and Measurement Classroom Assessment and Practice. New York:
John Wiley & Sons, Inc.
5. Linn, R. (2000). Measurement and Assessment in Teaching (8th Ed). Practice Hall
6. McMillan, J.H. (1997). Classroom Assessment Principles and Practice for Effective Instruction: Boston: Allyn and Bacon
7. Popham, J. (1999). Classroom Assessment what teachers need to know (2nd Ed). Boston: Allyn and Bacon
8. Schipper, B. & Rossi, J. (1997). Portfolios in the classroom, tools for learning and instruction: York, Maine: Stenhouse
Publishers.
9. Stiggins, R.J. (2001). Student-involved classroom assessment. New Jersey, Merill Prentice Hall.
10. Ward, A.W. & Ward, M.M. (1999). Assessment in the classroom. Belmont, California: Wadsworth Publishing Company
PART II: ANALYZING TEST ITEMS

Directions: Read and analyze each item and select the best option that will adequately
answer each question. Analyze the items using the first 3 items as your sample.
Write only the letter of your choice in your answer sheet
.
1. Who among the teachers described below is doing assessment?

A. Mrs. Dela Cruz who is administering a test to her students.
B. Mr. Mesina who is counting the scores obtained by the students in his test.
C. Ms. Ubina who is computing the final grade of the students after completing all their
requirements.
D. Prof. Barrera who is planning for a remedial instruction after knowing that students
perform poorly in her test.
The correct answer is C because assessment is represented by the grade, which is the result
of the collection of data that could be used for easy judging of students performance. Option
A refers to testing, which is one of the techniques when assessing learning. Option B refers
to the measurement because it refers to the quantification of data which is like computing the
scores obtained in a test. Option D refers to evaluation because it involves judgment (i.e.
students perform poorly) and decision making (i.e. planning for remedial instruction).
2. Mr. Bernales is judging the accuracy of these statements. Which statements will he consider
as correct?
I. Test is a tool to measure a trait.
II. Measurement is the process of qualifying a given trait.
III. Assessment is the gathering of qualitative and quantitative data.
IV. Evaluation is the analysis of qualitative and quantitative data for decision making.
A. I and II only C. I, II, and III

B. III and IV only D. I, III, and IV
The correct answer is D because the first, third, and fourth are correct statements. The first
describes correctly a test. This is also true to the third statement which correctly describes
assessment. The last sentence is also a correct description of the evaluation. Among the
four, it is only the second statement, which is wrong because measurement is not the
process of qualifying but rather quantifying data.
3. If I have to use the most authentic method of assessment, which of these procedures
should I consider?
A. Traditional Test C. Written Test
B. Performance-Based Assessment D. Objective Assessment
The correct answer is B because among the four methods presented, it is only performance-
based assessment that requires actual demonstration of skills or creation of products of
learning, which simulate what we really need to do in real life. Options A, C, and D are all
pen-and-paper tests which usually require low-level thinking skills only. In real life, what
these exams capture could easily be forgotten after the exam because they are usually just
memorized without applications in real life.
4. After doing the exercise on verbs, Ms. Calamlam gave a short quiz to find out how well the
students have understood the lesson. What type of assessment was done?
A. Summative Assessment C. Diagnostic Assessment
B. Formative Assessment D. Placement Assessment
5. Who among the teachers below performed a diagnostic assessment?

A. Ms. Santos who asked questions when discussion was going on to know who among
her students understood what she was trying to stress.
B. Mr. Delos Reyes who gave a short quiz after discussing thoroughly the lesson to
determine the outcome of instruction.
C. Ms. Natal who gave a ten-item test to find out the specific lessons which the students
failed to understand.
D. Mrs. Belarde who administered a readiness test to the incoming grade one pupils.
6. You are assessing FOR learning. Which of these will you likely do?
A. Giving grades to students
B. Reporting to parents the performance of their child
C. Recommending for new policies in grading students
D. Assessing the strengths and weaknesses of students.
7. Ms. Ubina is planning to do an assessment OF learning. Which of these should she include
in her plan considering her purpose for assessment?
A. How to give immediate feedback to students strengths and weaknesses.
B. How to determine the areas of interest of learners
C. How to certify students achievement
D. How to design ones instruction
8. You targeted that after instruction, your students should be able to show their ability to solve
problems with speed and accuracy. You then assigned a tool to measure this ability. What
principle of assessment did you consider in this situation?
A. Assessment should be based on clear and appropriate learning targets or objectives
B. Assessment should have a positive consequence on students learning
C. Assessment should be reliable
D. Assessment should be fair
9. Ms. Boromeo tasked her students to show how to play basketball. What learning target is
she assessing?
A. Knowledge
B. Reasoning
C. Skills
D. Products
10. Mr. Aruello made an essay test for the objective identify the planets in the solar system.
Was the assessment method the most appropriate to the given objective? Why?
A. Yes, because essay test is easier to construct than objective test.
B. Yes, because essay test can measure any type of objective.
C. No, he should have conducted oral questioning.
D. No, he should have prepared an objective test.
11. A teacher wants to test students knowledge of the different places in the Philippines, their
capital and their products and so she gave her students an essay test. If you are the
teacher, will you do the same?
A. No, the giving of an objective test is more appropriate than the use of essay.
B. No, such method of assessment is inappropriate because essay is difficult.
C. Yes, essay test could measure more than what other tests could measure.
D. Yes, essay test is the best in measuring any type of knowledge.
12. What type of validity does the Pre-Board Examination possess if its results can explain how
the students will likely perform in their Licensure Examination?
A. Concurrent C. Equivalent Forms
B. Predictive D. Test-Retest with Equivalent Forms
Refer to this case in answering items 14-15
Two teachers of the same grade level have set the following objectives for the days lesson:
At the end of the period, the students should be able to:
A. Construct a bar graph;
B. Interpret bar graphs;
To assess the attainment of the objectives, Teacher A required the students to construct a
bar graph for the given set of data then she asked them to interpret this using a set of
questions as a guide. Teacher B presented a bar graph then asked them to interpret this
using also a set of guide questions.
13. Whose practice is acceptable based on the principles of assessment?

A. Teacher A C. Both Teacher A and B
B. Teacher B D. Neither Teacher A nor Teacher B
14. Which is true about the given case?

A. Objective A matched with performance-based assessment while B can be assessed
using the traditional pen-and-paper objective test.
B. Objective A matched with traditional assessment while B can be assessed using a
performance-based method.
C. Both objective A and B matched with performance-based assessment.
D. Both objective A and B matched with traditional assessment.
15. In the context of the Theory of Multiple Intelligence, which is a weakness of the paper-pencil
test?
A. It puts non-linguistically intelligent at a disadvantage.
B. It is not easy to administer.
C. It utilizes so much time.
D. It lacks reliability.
16. Mr. Lacson is doing a performance-based assessment for the days lesson. Which do you
expect to happen in his classroom?
A. Students are evaluated in one sitting.
B. Students do an actual demonstration of their skill.
C. Students are evaluated in the most objective manner.
D. Students are evaluated based on varied evidences of learning.
17. Miss Del Rosario rated her students in terms of appropriate and effective use of some
laboratory equipment and measurement tools and if they are able to follow the specified
procedures. What mode of assessment should Miss Del Rosario use?
A. Portfolio Assessment C. Traditional Assessment
B. Journal Assessment D. Performance-Based Assessment
18. Teacher M presented the lesson on baking through a group activity so that the students will
not just learn how to bake but could also develop their interpersonal skills. How should this
lesson be assessed?
I. The teacher should give the students an essay test explaining how they baked the cake.
II. The students should be graded on the quality of their baked cake using a rubric.
III. The students in a group should rate the members based on their ability to cooperate in
their group activity.
IV. The teacher should observe how the pupils perform their task.
A. I, II, and II only C. I, II, IV only

B. II, III, and IV only D. I, II, III, and IV
19. If a teacher has set objectives in all domains or learning targets, which could be assessed
using a single-performance task, what criterion in selecting a task did she consider?
A. Generalizability C. Multiple Foci

B. Fairness D. Teachability
20. Which term refers to the collection of students products and accomplishments for a period
for evaluation purposes?
A. Diary C. Anecdotal record
B. Portfolio D. Observation report
21. Mrs. Reynes allowed the students to develop their own portfolio in their own style as long as
they show all the non-negotiable evidences of learning. What principle in portfolio
assessment explains this practice?
A. Content Principle C. Equity Principle
B. Learning Principle D. Product Principle
22. Which is logical sequence of the following steps of portfolio assessment?

I. Set targets
II. Select evidences
III. Collect evidences
IV. Rate collection
V. Reflect on evidences
A. I, II, III, IV, V C. I, II, III, V, IV

B. I, III, II, V, IV D. I, III, V, II, IV
23. Which could be seen in a rubric?

I. Objective in a high level of cognitive behavior
II. Multiple criteria in assessing learning
III. Quantitative descriptions of the quality of work
IV. Qualitative descriptions of the quality of work
A. I and II only C. I, II, and III

B. II, III, and IV only D. I, II, III, and IV
24. The pupils are to be judged individually on their mastery of the singing of our national
anthem and so their teacher let them sing individually. What should the teacher use in rating
the performance of the pupils considering the fact that the teacher has only on period to
spend in evaluating her 20 pupils?
A. Analytic C. Either holistic or analytic
B. Holistic D. Both holistic and analytic
PART III: ENHANCING TEST TAKING SKILLS

Directions: Enhance your test taking skills by answering the items below. Write only the letter
of the best answer.
1. Mrs. Del Prado is judging the worth of the project of the students in her Science class based
on a set of criteria. What process describes what Mrs. Del Prado is doing?
A. Testing C. Evaluating
B. Measuring D. Assessing
2. Teacher Y is comparing measurement from evaluation. Which statement gives their correct
difference?
A. Measurement is assigning a numerical value to a given trait while evaluation is giving
meaning to the numerical value of the trait.
B. Measurement is the process of gathering data while assessment is the process of
quantifying the data gathered.
C. Measurement is the process of quantifying data while evaluation is the process of
organizing data.
D. Measurement is a pre-requisite of assessment while evaluation is the pre-requisite of
testing.
3. Ms. Zamora uses alternative methods of assessment. Which will she NOT likely use?
A. Multiple Choice Test C. Oral Presentation
B. Reflective Journal Writing D. Developing Portfolios
4. Ms. Pablo aims to measure a product of learning. Which of these objectives did she most
likely set for her instruction?
A. Show positive attitude towards learning common nouns.
B. Identify common nouns in a reading selection.
C. Construct a paragraph using common nouns.
D. Use a common noun in a sentence.
5. The students of Teacher Y are very noisy. To keep them busy, they were given any test
available in the classroom and then the results were graded as a way to punish them. Which
statement best explains if the practice is acceptable or not?
A. The practice test is acceptable because the students behaved well when they were
given test.
B. The practice is not acceptable because it violates the principle of reliability.
C. The practice is not acceptable because it violates the principle of validity.
D. The practice is acceptable since the rest results are graded.
6. Ms. Reyes advocates assessment FOR learning. Which will she NOT likely do?
A. Formative Assessment C. Placement Assessment
B. Diagnostic Assessment D. Summative Assessment
7. At the beginning of the school year, the 6-year old pupils were tested to find out who among
them can already read. The result was used to determine their sections. What kind of test
was given to them?
A. Diagnostic C. Placement
B. Formative D. Summative
8. The grade six pupils were given a diagnostic test in addition and subtraction of whole
numbers to find out if they can proceed to the next unit. However, the results of the test
were very low. What should the teacher do?
A. Proceed to the next lesson to be able to finish all the topics in the course.
B. Construct another test parallel to the given test to determine the consistency of the
scores.
C. Count the frequency of errors to find out the lessons that the majority of students need to
learn.
D. Record the scores then inform the parents about the very poor performance of their child
in mathematics.
9. Mrs. Balagtas is doing an assessment OF learning. At what stage of instruction is she doing
this?
A. Before instruction C. Prior to instruction
B. During the instructional process D. After instruction
10. Mr. Gonzales developed an Achievement Test in Math for her grade three pupils. Before
she finalized the test, she examined carefully if the test items were constructed based on the
competencies that have to be tested. What test of validity was she trying to establish?
A. Content validity C. Predictive validity
B. Concurrent validity D. Construct validity
11. Mrs. Roxas wants to establish the reliability of her achievement test in English. Which of the
following activities will help to achieve her purpose?
A. Administer two parallel tests to different groups of student.
B. Administer two equivalent tests to the same group of students.
C. Administer a single test but to two different groups of students.
D. Administer two different tests but to the same group of students.
Refer to the situation below in answering items 12 and 13.

A teacher set the following objectives for the days lesson:

At the end of the period, the students should be able to:
A. Identify the parts of a friendly letter;
B. Construct a friendly letter;
C. Show interest towards the days lesson
To assess the attainment of the objectives, Teacher A required the students to construct a
friendly letter and have it encoded in their Computer Laboratory using the MS Word. The
letter should inform ones friend about what one has learned in the days lesson and how on
felt about it.
12. Which is NOT true about the given case?

A. The teacher practiced a balanced assessment.
B. The teachers assessment method is performance-based.
C. The teacher needs a rubric in scoring the work of the students.
D. The teachers assessment targets are all in the cognitive domain.
13. If a teacher will have to make a scoring rubric for the students output, what format is better
to construct considering that the teacher has limited time to evaluate their work?
A. Analytic Rubric C. Either A or B
B. Holistic Rubric D. Neither A nor B
14. The school principal has 3 teacher applicants all of them are graduates from the same
institution and all are licensed teachers. She only needs to hire one. What should she do to
choose the best teacher from the three?
I. Give them a placement test.
II. Interview hem on why they want to apply in the school.
III. Let them demonstrate how to teach a particular lesson.
IV. Study their portfolios to examine the qualities of the students outputs when they were in
College.
A. Do I and II C. Do I, III, and IV

B. Do II and III D. Do II, III, and IV
15. What should be done first when planning for a performance-based assessment?
A. Determine the table of specifications of the tasks.
B. Set the competency to be assessed.
C. Set the criteria in scoring the task.
D. Prepare a scoring rubric.
16. To maximize the amount of time spent for performance-based assessment, which one
should be done?
A. Plan a task that can be used for instruction and assessment at the same time.
B. Assess one objective for one performance task.
C. Set objectives only for cognitive domains.

D. Limit the task to one meeting only.
17. Who among the teachers below gave the most authentic assessment task for the objective
Solve word problems involving the four basic operations?
A. Teacher A who presented a word problem involving the four fundamental operations
then she asked the pupils to solve it.
B. Teacher B who asked her pupils to construct a word problem for a given number
sentence that involves four fundamental operations and then she asked them to solve
the word problem they constructed.
C. Teacher C who asked her pupils to construct any word problem that involves the four
fundamental operations and then asked them to show how to solve it.
D. Teacher D who asked her pupils to construct any word problem that involves the four
fundamental operations then formed them by twos so that each pair exchanged
problems and solved each others problem.
18. Which is WRONG to assume about traditional assessment?

A. It can assess individuals objectively.
B. It can assess individuals at the same time.
C. It can be administered more easily than performance test.
D. It can assess fairly all the domains of intelligence of an individual.
19. Which statement about performance-based assessment is FALSE?

A. It emphasized merely process.
B. It stresses on doing, not only knowing.
C. It accentuates on process as well as product.
D. Essay tests are an example if performance-based assessments.
20. Under which assumption is portfolio assessment based?

A. Portfolio assessment is a dynamic assessment.
B. Assessment should stress the reproduction of knowledge.
C. An individual learner is adequately characterized by a test score.
D. An individual learner is inadequately characterized by a test score.
21. Which is a good portfolio evidence of a students acquired knowledge and writing skills?
A. Project
B. Test Results
C. Reflective Journal
D. Critiqued Outputs
22. When planning for portfolio evidence assessment, which should you do first?
A. Set the targets for the portfolio assessment.
B. Exhibit ones work and be proud of ones collection.
C. Select evidences that could be captured in ones portfolio.

D. Reflect on ones collection and identify strengths and weaknesses.
23. Which kind of rubric is BEST to use in rating students projects done for several days?
A. Analytic
B. Holistic
C. Either holistic or analytic
D. Both holistic and analytic
24. Which is NOT TRUE of an analytic rubric?

A. It is time consuming to use.
B. It is easier to construct than the holistic rubric.
C. It gives ones level of performance per criterion.
D. It allows one to pinpoint the strengths and weaknesses of ones work.
25. A teacher prepared a rubric with 5 levels of performance described as 5-Excellent, 4-Very
Satisfactory, 3-Satisfactory, 2-Needs Improvement, 1-Poor. After using this rubric with these
descriptions, she found out that most of her students had a rating of 3. Even those who are
evidently poor in their performance had a rating of satisfactory. Could there be a possible
error in the use of the rubric?
A. Yes, the teacher could have committed the generosity error.
B. Yes, the teacher could have committed the central tendency source of error.
C. No, it is just common to see more of the students having a grade of 3 in a 5-point scale.
D. No, such result is acceptable as long as it has a positive consequence to the students.

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PROFESSIONAL EDUCATION

Focus: Assessment and Evaluation of Learning 1

Competencies: Apply principles in constructing and interpreting alternative/authentic forms of

PART I: CONCEPT UPDATE

PURPOSES OF CLASSROOM ASSESSMENT

c. Diagnostic done during instruction

2. Assessment OF Learning this is done after instruction. This is usually referred to as

Standards for Teacher Competence in Educational Assessment of Students

1. Teachers should be skilled in choosing assessment methods appropriate for

PRINCIPLES OF HIGH QUALITY CLASSROOM ASSESSMENT

Principle 1: Clear and Appropriate Learning Targets

Principle 2: Appropriate Methods

Learning Targets and their Appropriate Assessment Methods

Ways in Establishing Validity

2. Content Validity is done through a careful and critical examination of the

Principle 7: Practicality and Efficiency

Principle 8: Assessment should be a continuous process.

Activities Occurring Prior to Instruction:

Activities Occurring During Instruction:

Activities Occurring After the Appropriate Instructional Segment:

Features of Authentic Assessment

Criteria of Authentic Achievement (Burke, 1999)

Principle 10: Communication

Assessment targets and standards should be communicated.

Principle 11: Positive Consequences

Principle 12: Ethics

PERFORMANCE BASED ASSESSMENT

Reasons for Using Performance-Based Assessment

Types of Performance-Based Task

Examples: constructing a building, cooking demonstrations, entertaining tourists,

Methods of Performance-Based Assessment

How to Assess a Performance

7 Criteria in Selecting a Good Performance Assessment Task

Reasons for Using Portfolio Assessment

Principles Underlying Portfolio Assessment

Steps in Portfolio Development

Similarity of Rubric with Other Scoring Instruments

Important Elements of a Rubric

Guidelines When Developing Rubrics

PART II: ANALYZING TEST ITEMS

1. Who among the teachers described below is doing assessment?

A. I and II only C. I, II, and III

5. Who among the teachers below performed a diagnostic assessment?

Refer to this case in answering items 14-15

13. Whose practice is acceptable based on the principles of assessment?

14. Which is true about the given case?

A. I, II, and II only C. I, II, IV only

A. Generalizability C. Multiple Foci

22. Which is logical sequence of the following steps of portfolio assessment?

A. I, II, III, IV, V C. I, II, III, V, IV

23. Which could be seen in a rubric?

A. I and II only C. I, II, and III

PART III: ENHANCING TEST TAKING SKILLS

Refer to the situation below in answering items 12 and 13.

A teacher set the following objectives for the days lesson:

12. Which is NOT true about the given case?

A. Do I and II C. Do I, III, and IV

C. Set objectives only for cognitive domains.

18. Which is WRONG to assume about traditional assessment?

19. Which statement about performance-based assessment is FALSE?

20. Under which assumption is portfolio assessment based?

C. Select evidences that could be captured in ones portfolio.

24. Which is NOT TRUE of an analytic rubric?