ASLER 1 – Ma’am, Zabalo

Midterm
1 ASSESSING STUDENT LEARNING OUTCOMES
Outcomes assessment

 Is the process of gathering information on whether the instruction,

services and activities that the program provide are producing the
desired student learning outcomes?

Principles of good practice in assessing learning outcomes

1. The assessment of student learning starts with the institution’s mission

and core values. There should be a clear statement on the kinds of learning
that the institution values most for its students.

[Link] works best when the program has clear statement of

objectives aligned with the institutional mission and core values. Such
alignment ensures clear, shared and implementable objectives.

3. Outcomes-based assessment focuses on the student activities that will

still be relevant after formal schooling concludes. The approach is to
design assessment activities which are observable and less abstract
such as “to determine the student’s ability to write a paragraph” which
is more observable than “to determine the student’s verbal ability.”

4. Assessment requires attention not only to outcomes but also and equally
to the activities and experiences that lead to the attainment of learning
outcomes. These are supporting student activities.

5. Assessment works best when it is continuous, ongoing and not episodic.

Assessment should be cumulative because improvement is best achieved
through a linked series of activities done over time in an instructional
cycle.

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6. Begin by specifying clearly and exactly what you want to assess. What
you want to assess is/ are stated in your learning outcomes/ lesson
objectives.

7. The intended learning outcome/lesson objective NOT CONTENT is the

basis of the assessment task. You use content in the development of the
assessment tool and task but it is the attainment of your learning
outcome NOT content that you want to assess. This is Outcomes-Based
Teaching and Learning.

8. Set your criterion of success or acceptable standard of success. It is

against this established standard that you will interpret your
assessment results.

9. Make use of varied tools for assessment data-gathering and multiple

sources of assessment data. It is not pedagogically sound to rely on just
one source of data gathered by only one assessment tool. Consider
multiple intelligences and learning styles. DepED Order No. 73, s. 2012
cites the use of multiple measures as one assessment guideline.

10. Learners must be given feedback about their performance. Feedback

must be specific. “Good Work!” is positive feedback and is welcome but
actually is not a very good feedback since it is not specific. A more
specific better feedback is “You observed rules on subject-verb
agreement and variety of sentences. Three of your commas were
misplaced.”

11. Assessment should be on real-word application and not on out-of-

context drills.

12. Emphasize on the assessment of higher-order thinking.

13. Provide opportunities for self-assessment.

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 REPORTERS

1st CONSTRUCTIVE ALIGNMENT

Constructive Alignment

 Is a Teaching principle that combines constructivism, the idea that

learners construct or create meaning out of learning activities and
what they learn, and alignment. A curriculum design concept that
emphasizes the importance of defining and achieving intended
learning outcomes.

What is the Goal?

 To support students in developing as much meaning and learning as

possible from a well-designed, coherent, and aligned course,

 Courses are congruent and cohere in an explicit way when there is

good fit and flow between a course’s intended learning outcomes,
teaching and learning activities, and assessments of student learning.

Constructive Alignment by: John Biggs (2014)

 Thoughtfully determining intentions for what students should learn

and how they will demonstrate their achievement of these intended
learning outcomes and clearly communicating these to students.

3 main components:

 Learning outcomes
 Teaching & Learning Activities
 Assessments

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 2nd SCORING RUBRICS
Rubrics

 Is a coherent act of criteria for students’ work that includes

description levels of performance quality on the criteria.

 The main purpose of this is to assess performance made evident in

processes and products.

 It serves as a scoring guide that seeks to evaluate a student’s

performance in many different tasks based on a full range of criteria
rather than a single numerical score.

The major parts of Rubrics on how to create and use rubrics

according to Brook hart, Susan (2013):

 Coherent sets of criteria.

 Descriptions of levels of performance for these criteria.

There are two different types of rubrics and of methods for evaluating
students’ efforts such as:

Analytic Rubrics

 Identify and assess components of a finished product.

 Is good for formative assessment.
 It is also adaptable to summative assessment because if you need an
overall score for grading and you can combine the scores.

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Holistic Rubric

 Assess student work as a whole.

 Scoring is faster than with analytical rubric.
 It is good for summative assessment.

This are the example of rubrics grading system:

4 Points

 Provides an accurate analysis/co momentary of what the text says

explicitly and inferentially.
 Cites convincing text evidence to support the analysis.

3 Points

 Provides a mostly accurate commentary of what the text says explicitly

and inferentially.

 Cites text evidence to support the analysis.

2 Points

 Provides a generally accurate analysis/commentary of what the text

says explicitly or inferentially.
 Cites text evidence.

1 Points

 Provides a minimally accurate analysis/commentary of what the text

says.

 Cites textual evidence.

 Shows limited comprehension of ideas expressed in the text.

0 Points

 Provides an inaccurate analysis/commentary of the text.

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  Shows little to no comprehension if the ideas expressed in the text.

Characteristic of good rubrics

 A good rubric must have a list of specific criteria to be rated. These

should be uni-dimensional, so the students and raters know exactly
what the expectations are levels of performance the scoring scale
should include 3-5 levels of performance example: excellent, good,
fair/poor.

Advantage and Dis-advantage of using rubrics:

Advantage

 help clarify vague, fuzzy goals

 help student to understand your expectations
 help student self-improve etc…

Dis - advantages

 Rubrics may not fully convey all the information instructors want
student to know.

Importance:

 Rubrics are great for students; they let students know what is
expected of them, and demystify grades by clearly stating, in age –
appropriate vocabulary, the expectations for a project.

 Rubrics also help teachers authentically monitor a students’ learning

process and develop and revise a lesson plan.

A well-constructed rubric identifies (Carnegie Mellon, 2001):

Criteria

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  The aspects of performance (e.g., argument, evidence, clarity) that will
be assessed.

Descriptors

 The characteristics associated with each dimension (e.g., argument is

demonstrable and original, evidence is diverse and compelling).

Performance Levels

 A rating scale that identifies students’ level of mastery within each

criterion.

Important Characteristics of Rubrics

Criteria

 An effective rubric must possess a specific list of criteria, so students

know exactly what the teacher is expecting.

Gradations

 There should be gradations of quality based on the degree to which a

standard has been met (basically a scale). The gradations should
include specific descriptions of what constitutes "excellent", "good",
"fair", and "needs improvement". Each gradation should provide
descriptors for the performance level. Typically there are 4-6 gradation
levels on a rubric.

Descriptions

 Effective rubrics offer a lot of descriptive language. The rubric

describes exactly what makes an assignment quality. By specificity,
the descriptors enable student performers to verify and comprehend
their scores.

Continuity

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  The difference in quality from a score point of 5 to 4 should be the
same difference in quality from a score point of 3 to 2. All descriptors
should model and reflect the consistent levels of continuity.

Reliability

 A "good" rubric should be able to be used by various teachers and

have them all arrive at similar scores (for a given assignment).
Reliability also can refer to time (for example, if you are scoring your
100th essay - the rubric allows you to judge the 100th essay with the
same criteria that you judged the 1st essay).

Validity

 A rubric possessing validity, scores what is central to the performance

and assignment, not what is easy for the eye to see and simple for the
teacher to grade.

Models

 Don't forget to model exemplars of products at various achievement

levels (be sure to keep the models anonymous).

Advantages of Using Rubrics

For Instructors:

1. Rubrics can reduce time spent grading by allowing instructors to refer

to a substantive description without writing long comments.

2. Rubrics can help instructors more clearly identify strengths and

weaknesses across an entire class and adjust their instruction

appropriately. 3. Rubrics can be impartial.

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  Scoring can be prescribed by the rubric and not the instructor’s
predispositions towards students.

4. Rubrics allow consistent assessment.

 Reproducible scoring by a single individual is enhanced.

 Reproducible scoring by multiple individuals can be enhanced with
training.

 Greater precision and reliability among scored assessments.

5. Rubrics can reduce the uncertainty which can accompany grading, thus
discouraging complaints about grades.

6. Most assessments do not have an answer key.

 Rubrics can provide that key.

7. Rubrics allow instructors to organize and clarify their thoughts.

 They tell what is important enough to assess.

 They allow comparison of lesson objectives to what is assessed.
 Instruction can be redesigned to meet objectives with assessed items.

8. Rubrics can help instructors teach.

 They focus instructors on what they intend to assess.

 They allow educators to organize their thoughts.
 They can provide a scaffold with which the students can learn.

For Students:

1. They allow for better peer feedback on student graded work.

 They allow more accurate peer and self-assessment by students.

2. Rubrics document and communicate grading procedures.

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  Students can compare their assignment to the rubric to see why they
received their grade.

3. Students can use rubrics as a guide to completing an assignment. They

help students with the learning process and can increase the quality of
student work.

4. Non-scoring rubrics can encourage students to self-assess performance.

Disadvantages of Using Rubrics:

1. Rubrics may not fully convey all information instructor wants students to
know. If educators use the rubric to tell students what to put in an
assignment, then that may be all they put. It may also be all that they
learn. Multiple assessments are useful ways around this disadvantage, as
well as directed instruction or discussion coupled with the assignment.

2. They may limit imagination if students feel compelled to complete the

assignment strictly as outlined in the rubric. List creativity as a criteria if
you wish students to be more adventuresome in their assignments.

3. Rubrics may lead to anxiety if they include too many criteria. Students
may feel that there is just too much involved in the assignment. Good
rubrics keep it simple.

4. Reliability can be a factor as more individuals use the rubric. Especially

when used for peer assessment among untrained users, the
reproducibility and reliability will be reduced.

5. They take time to develop, test, evaluate, and update.

Importance:

 Help clarify vague, fuzzy goals.

 Help students understand your expectations.

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  Help students self-improve.
 Inspire better student performance.
 Make scoring easier and faster.
 Make scoring more accurate, unbiased, and consistent.
 Improve feedback to students.
 Reduce arguments with students.
 Improve feedback to faculty and staff.

Rubrics are great for students: they let students know what is
expected of them, and demystify grades by clearly stating, in age-
appropriate vocabulary, the expectations for a project. Rubrics also help
teachers authentically monitor a student's learning process and develop and
revise a lesson plan.

3rd VARIETY OF ASSESSMENT METHODS, TOOLS, AND TASKS

Types of Assessment Methods:

Pre-Assessment or Diagnostic Assessment

 Before creating the instruction, it’s necessary to know for what kind of
students you’re creating the instruction.

Formative Assessment

 Formative assessment is used in the first attempt of developing

instruction.

Summative Assessment

 Summative assessment is aimed at assessing the extent to which the

most important outcomes at the end of the instruction have been
reached.

Confirmative Assessment

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  When your instruction has been implemented in your classroom, it’s
still necessary to take assessment.

Norm-Referenced Assessment

 This compares a student’s performance against an average norm.

Criterion-Referenced Assessment

 It measures student’s performances against a fixed set of

predetermined criteria or learning.

Standards Assessment

 It measures the performance of a student against previous

performances from that student.

Types of Assessment Tools:

Rubrics

 For assessing qualitative student work such as essays, projects,

reports, or presentations, we recommend the use of rubrics.

Curriculum Mapping

 While not a tool for data collection, a good curriculum map can serve
to focus assessment, and the improvements that follow, where it will
be most useful, informative, or effective.

Focus Groups

 The candid reflections or ideas from a small group of students or

participants can provide unanticipated insights valuable for guiding
the direction and methods for assessments.

1.1. Portfolios
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  Portfolios can provide a window into the process of student learning,
whether across a semester-long project or a four-year tenure at the
university, that can be assessed (usually by using a rubric).

Structured Interviews

 While time-consuming, structured interviews are useful when you

want to ask specific questions, but also want to leave room for
unplannedfor topics or ideas to emerge.

Survey

 Conducting an assessment takes time, thought, attention, planning,

and often collaboration.

Types of Assessment Tasks:

Essays

 Help you to learn academic writing skills, including formulating an

argument; presenting evidence; integrating material from sources; and
referenappropriately Group.

Group Work

 Emphasizes collaborative learning, problem-solving and critical

evaluation, and is a valuable preparation for the workplace.

Journals

 Encourage an ongoing personal connection with learning. The less

formal writing approach can promote creative and lateral thinking
around paper content.

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Oral Presentations

 Help you master oral communication and persuasive skills.

Seminars

 Allow you, individually or with a group, to research a topic, provide a

presentation to your class and facilitate the discussion.

Case Studies

 Apply theoretical ideas to practical contexts.

Field Work

 Provides an opportunity for on-site work on a project in a context

related to your discipline.

Participation

 Marks engage you with course learning and develop your ability to
communicate and discuss ideas.

Practicums

 Give you the opportunity to demonstrate the skills or competencies

that will be needed in real life situations.

1.2 Portfolios

 Enable you to represent your learning in a range of ways and to take

responsibility for your progress Written.

Written Preparation

 Exercises encourage reading and teach academic reading and writing

skills.

4th THE OUTCOMES ASSESSMENT PHASES IN THE INSTRUCTIONAL CYCLE

Assessment

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  In education, the term assessment refers to the wide variety of
methods or tools that educators use to evaluate, measure and
document the academic readiness, learning progress, skill acquisition
or educational needs of students.

Phase 1: Institutional Mission

 Statements provide various constituencies students,

faculty, legislators, etc. With the institution’s educational goals
and guidance concerning the achievement of these goals.

Example

The DepEd Mission

 To protect and promote the right of every Filipino to quality, equitable,

culture-based and complete basic education where:

Students

 Learn in a child-friendly, gender-sensitive, safe and motivating

environment.

Teachers

 Facilitate learning and constantly nurture every learner.

Administrators and Staff

 As stewards of the institution, ensure an enabling and supportive

environment for effective learning to happen.

Family, Community and other Stakeholders

 Are actively engaged and share responsibility for developing life-long

learners.

Phase 2: Program Goals

 Are broad statements of the kinds of learning we hope students will

achieve they describe learning outcomes and concepts (what you want
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 students to learn) in general terms (e.g. clear communication, problem
solving skills, etc.)

Example

Goal:

 Student will develop positive cross cultural attitudes.

Objectives:

 By grade 4-6, students will demonstrate positive cross cultural

attitudes as indicated by Agreement with cultural items on the
CrossCultural Attitude Scale.

 This scale ranges from Strongly Disagree to Strongly Agree. See what
data to Collect for various attitude scales.

Phase 3: Subject Objectives

 Are brief statements that describe what students will be expected to

learn by the end of school year, course, unit, lesson, project or class
period.

Example

This course is designed to prepare you for professional writing experiences.

By the end of the course, you should able to:

 Identify the primary and secondary audience(s) of a text.

 Craft text which take into consideration that need of your primary
audience(s).

 Write an array of genres for a variety of purposes.

 Identify different rhetorical strategies and appeals in the writing of
others.

 Use various rhetorical strategies and appeals to make arguments in

your own writing.

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  Appreciate the requirements and limitations placed on different types
of writing by their unique rhetorical situations.

 Craft texts which consider the requirements and limitations of their

unique rhetorical situations.

Phase 4: Desired Student Learning Outcomes

 Are statements that describe significant and essential learning that

learners have achieved and can reliably demonstrate at the end of a
course or program. In other words, learning outcomes identify what
learner will know and able to do by the end of the course or program.

Example

 The learner will have demonstrated the ability to make engine repairs
on a variety of automobiles.

 In the above statement, the ability to make engine repairs implies that
the person has the requisite knowledge to do so.

Phase 5: Diagnostic Assessment

 Is a type of assessment which examines what student knows and can

do prior to a learning program being implemented. Assessment of
students’ skills and knowledge upon entry to the program provides a
baseline against which to assess progress.

Example

 Baseline test
 Journal
 Performance task
 Word splash

Phase 6: Deciding on Lesson Focus

 The first phase of a gradual release of responsibility model is the focus

lesson. This is the time when the teacher is demonstrating, modeling

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 and sharing his or her thinking with students. Although this segment
may be brief (5-15 minutes), it is powerful.

Phase 7: Supporting Student Activities

 Students apply principle of logical thinking and persuasive argument in

writing.

1. Forming opinion about the topic.

2. Researching and writing about variety of perspectives.
3. Adapting style to identified audience.
4. Employing clear argument in writing.

Phase 8: Formative Assessment Outcomes

 Refers to a wide variety of methods that teachers use to conduct in

process evaluations of student comprehension, learning needs and
academic progress during a lesson, unit or course.

Example

Metacognition Table

 At the end of class, each student answers the following questions

presented to them on index cards:

 What did we do in class?

 Why did we do it?
 What did I learn today?
 How can I apply it?
 What questions do I have about it?

Phase 9: Review/Reteach

 Examine or assess (something) formally with the possibility or intention

of instituting change if necessary.

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Phase 10: Mastery Learning

 Is a method of instruction where the focus is on the role of feedback in

learning. Furthermore, mastery in learning refers to a category of
instructional methods which establishes a level of performance that all
students must “master” before moving on to the next unit (Slavin,
1987).

Phase 11: Summative Assessment of Outcomes

 Or summative evaluations refer to the assessment of participants

where the focus is on the outcome of a program. This contrasts with
formative assessment, which summarizes the participant’s
development at a particular time.

5th PORTFOLIO
Portfolio

 Is a purposeful collection of student’s work or documented

performance (e.g. video of dance) that tells the story of student’s
achievements of growth.
 A selection of students work such as paper and test.

Types of Portfolio

 According to: Charlotte Danielson and Leslye Abrutyn.

Working Portfolio

 It is a project “in the works” which is containing work in progress as

well as finished sample works.
 It is also called Development Portfolio.
Display, Showcase or Best Work Portfolio

 This Portfolios are designed to display a learner’s best quality of work.

 It is the display of the students “best works”.

Assessment or Evaluation Portfolio

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  The main function of an assessment portfolio is to document what a
student has learned based on standards and competencies expected of
student at each grade level.

ASSESSMENTS METHODS AND MULTIPLE INTELLIGENCES

/ASSESSMENT OF LEARNING OUTCOMES IN THE K-12 PROGRAM
6th
Methods of Assessments

Direct Assessments

 Identify and critically examine the work products your students produce
as part of the course curriculum, and determine which of these are
relevant, valid, and reliable assessments of your learning outcomes.

Example

1. Written Work

 Demonstrates knowledge of important content on an exam or in a

paper.

 Shows analysis, application, synthesis, and evaluation capabilities.

 Displays writing skills.
 Produces reflections on what, how, when, and why they learned.

2. Portfolios of Student Work

 Are assessed systematically using a rubric.

 May be evaluated to determine student learning over time, or may be
composed of the student’s best work.

 Encourage student self-reflection.

3. Visual or audio recording of oral presentations or performances with self,
peer, and or instructor evaluations using a rubric; may include
recordings of subsequent performances to document improvements.

4. Capstone Projects.

5. Field or service learning projects.

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6. Performance on in-class tests (or portion of a larger exam), assuming they
are valid, reliable and objective.

7. Presentations

 Demonstration of acquired skills.

 Demonstration of ability to work collaboratively.

Indirect Assessments

 Gathering information through means other than looking at actual

samples of student work. Indirect measures can give us information
quickly, but may not provide real evidence of student learning means
example:

1. Surveys

 Surveys can reveal your students’ attitudes and opinions about what
they learned, which may also help you evaluate your outcomes.

2. Course Evaluations that you create to garner specific information

from students

 Entrance and/or Exit tickets, for example.

3. Curriculum and Syllabus Analysis

 Self or faculty/student group

4. External Reviewers

 Colleague or Industry Professional.

Multiple Intelligences

 Refers to a theory describing the different ways students learn and

acquire information. These multiple intelligences range from the use of
words, numbers, pictures and music, to the importance of social

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 interactions, introspection, physical movement and being in tune with
nature.

Howard Gardner’s Theory of Multiple Intelligences

 Proposes that people are not born with all of the intelligence they will
ever have. This theory challenged the traditional notion that there is
one single type of intelligence, sometimes known as “g” for general
intelligence, that only focuses on cognitive abilities.

Intrapersonal

 Understanding yourself, what you feel and what you want.

Linguistic

 A master of spoken and written language.

Bodily Kinesthetic

 Using one’s body in highly differentiated and skilled ways.

Interpersonal

 Communicating and reading people.

Logical Reasoning

 Skilled at deductive reasoning, detecting patterns and logical thinking.

Musical

 Capacity to recognize, create, reproduce and reflect on music.

Spatial

 Seeing and mapping the world in 3D.

Naturalist

 Understanding nature and organic purposes.

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Using Multiple Intelligences in Testing and Assessment:

 Although Howard Gardner’s theory of multiple intelligences (MI) is

over a decade old, teachers are still trying to find the best way to use
this theory to assess students with different styles of learning and
varied academic strengths.

 Multiple Intelligences shape the way students understand, process,

and use information.

Assessment of Learning Outcomes in the K to 12 Program

The assessment process is holistic, with emphasis on the formative or

developmental purpose of quality assurance in student learning. It is also
standards-based as it seeks to ensure that teachers will teach according to
the standards and students will aim to meet or even exceed the standards.
The students’ attainment of standards in terms of content and performance
is, therefore, a critical evidence of learning.

 The assessment shall be done at four levels which are an adaptation of

the cognitive levels for learning. Weights are assigned to the levels.

The levels are defined as follows:

Knowledge

 Refers to the substantive content of the curriculum, the facts and

information that the student acquires.

Process

 Refers to cognitive operations that the student performs on facts and

information for the purpose of constructing meanings and
understandings. This level is assessed through activities or tests of
analytical ability.

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Understandings

 Refer to enduring big ideas, principles and generalizations inherent to

the discipline, which may be assessed using the facets of
understanding. Assessment at this level, should require ability to
synthesize, generalize and judge accordingly.

Products/Performances

 Refer to real-life application of understanding as evidenced by the

student’s performance of authentic tasks. At these level students are
expected to be able to apply what has been learned in contrived or real
situations.

7th MULTIPLE CHOICE TEST

Multiple Choice Test

 It is a form of an objective assessment in which respondents are asked

to select only correct answers from the choices offered on the list.

 It assesses students’ ability to recognize a correct answer, rather to

construct an answer.

 Options should provide plausible alternatives to the correct answer.

 The answers are easier to recognize.
 The purpose of a multiple choice items is to measure candidate ability
with regard to a specific content area.

Advantages

 Quick and simple to answer.

 Simple to analyze.
 They can limit the respondent in their answer.

Disadvantages

 Limited feedback to correct errors in student understanding.

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  Result may be biased by reading ability or test-wiseness.
 Measuring ability to recognize and express ideas is not possible.

Characteristics of multiple choice test:

Good multiple-choice tests use clear and concise language in both the
question and the answers. The question should focus the test-taker on the
content, not trying to understand what the question is asking. That means
that the best questions test the student on a single concept or fact.

Importance of multiple choice test:

Multiple choice test items are less susceptible to guessing than

true/false questions, making them a more reliable means of assessment.
The reliability is enhanced when the number of multiple choice items
focused on a single learning objective is increased.

8th RULES IN CONSTRUCTING TRUE-FALSE TESTS

Binomial-Choice Tests

 Are tests that have only two (2) options such as true or false, right or
wrong, good or better and so on. A student who knows nothing of the
content of the examination would have 50% chance of getting the
correct answer by sheer guess work.

Rule 1:

 Do not give a hint (inadvertently) in the body of the question.

Example:

 The Philippines gained its independence in 1898 and therefore

celebrated its centennial year in 2000.

Rule 2:

 Avoid using the words “always”, “never” “often” and other adverbs that
tend to be either always true or always false.

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Example:

 Christmas always falls on a Sunday because it is a Sabbath day.

Rule 3:

 Avoid long sentences as these tend to be “true”. Keep sentences

short.

Example:

 Tests need to be valid, reliable and useful, although, it would require a

great amount of time and effort to ensure that tests possess these test
characteristics.

 Tests need to be valid, reliable and useful since it takes very little
amount of time, money and effort to construct tests with these
characteristics.

Rule 4:

 Avoid trick statements with some minor misleading word or spelling

anomaly, misplaced phrases, etc.

 A wise student who does not know the subject matter may detect this
strategy and thus get the answer correctly.

Example:

 The Raven was written by Edgar Allen Poe.

 The Principle of our school is Mr. Albert P. Panadero.

RULE 5:

 Avoid quoting verbatim from reference materials or textbooks. This

practice sends the wrong signal to the students that it is necessary to
memorize the textbook word for word and thus, acquisition of higher
level thinking skills is not given due importance.

Rule 6:

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  Avoid specific determiners or give-away qualifiers.

Rule 7:

 With true or false questions, avoid a grossly disproportionate number

of either true or false statements or even patterns in the occurrence of
true and false statements.

9th MATCHING TYPE

What is a Matching-Type Test?

 An objective test consisting of two sets of items to be matched with

each other for a specified attribute.

 A “recognition” and “structured-response” type of test.

The Matching Format

 The matching test item format provides a way for learners to connect a
word, sentence or phrase in one column to a corresponding word,
sentence or phrase in a second column. The items in the first column
are called premises and the answers in the second column are the
responses.

 The convention is for learners to match the premise on the left with a
given response on the right. By convention, the items in Column A are
numbered and the items in Column B are labeled with capital letters.
Premises (Column A) Responses (Column B)
A. Teacher
___1. Person that makes an action
or process easy. B. Instructional Designer

___2. Person who guide or instruct. C. Facilitator

___3. Person who are tasked with D. Trainer

developing entire course or
E. Meeting Organizer
curriculum.

___4. Person who helps students

acquire knowledge.

When to Use Matching

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  The matching test item format provides a change of pace, particularly
for self-check and review activities. Many instructional designers
employ them in quizzes and tests too. They are effective when you
need to measure the learner’s ability to identify the relationship or
association between similar items. They work best when the course
content has many parallel concepts, for example:

Terms and Definitions

 Objects or Pictures and Labels

 Symbols and Proper Names
 Causes and Effects
 Scenarios and Responses
 Principles and Scenarios to which they apply

Types of Matching-Type Tests:

Perfect Matching

 An option is the only answer to one of the items in column A.

Imperfect Matching

 An option is the answer to more than one item in the column.

Sequencing Matching

 Requires the examinees to arrange things, steps, or events in

chronological order.

Multiple Matching

 Requires the examinees to match the items in column A to B, then

match the answers from column B to column C, and further much
answers from column C to column D.

Construction Guidelines

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 If you decide to use a matching format, take the time to construct
items that are valid and reliable. Here are some guidelines for this.

Two-part directions

 Your clear directions at the start of each question need two parts: 1)
how to make the match and 2) the basis for matching the response
with the premise. You can also include whether items can be re-used
or not. Example for exercise above:

 Drag each career name in Column B. to the best definition in Column

A. No items may be used more than once.

Parallel content

 Within one matching test item, use a common approach, such as all
terms and definitions or all principles and the scenarios to which they
apply.

Plausible answers

 All responses in Column B should be plausible answers to the

premises in Column A. Otherwise, the test loses some of its reliability
because some answers will be “give-aways.”

Clueless

 Ensure your premises don’t include hints through grammar (like

implying the answer must be plural) or hints from word choice (like
using the term itself in a definition).

Unequal responses

 In an ideal world, you should present more responses than premises,

so the remaining responses don’t work as hints to the correct answer.
This is not often possible when using a template.
Limited premises
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  Due to the capacity limitations of working memory, avoid a long list of
premises in the first column. A number that I’ve come across is to
keep the list down to six items. Even less might be better, depending
on the characteristics of your audience.

One correct answer

 Every premise should have only one correct response. Obvious, but
triple-check to make sure each response can only work for one
premise.

ADVANTAGES

 Validity and reliability of the matching type exams are higher than the
essay.

 The sampling of the examination is more representative and so

measurement is more extensive. This is because more items are
included in the test compared to essay.

 Handicaps such as poor vocabulary, poor-handwriting, poor spelling,

poor grammar and the like do not adversely affect the ability to make
a reply.

 Scoring is not subjective, because responses are single word, letters

and other symbols with definite value points and hence, the personal
element of the scorer is removed.

 Saves time and energy in answering the questions.

 Easy to check.
 Allows the comparison of related ideas, concepts or theories.

DISADVANTAGES

 It is hard to prepare.
 It measures factual knowledge only.
 It does not help in nor encourage the development of the ability of the
students to organize and express their ideas.

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  It encourages memory work even without understanding.
 There are certain subjects or courses that are not amendable to
objective examinations.

 Since there are many choices, eliminating other possible answers is

harder compared to the multiple type of exam.
10th SUPPLY TYPE OR CONSTRUCTED – RESPONSE TYPE
Supply Type

 Another useful device for testing lower order thinking skills is the
supply type of test. Like the multiple choice test, the items in this kind
of test consist of a stem and a blank where the students would write
the correct answer.

Example:

 The study of life and organisms is called ____________.

Supply type tests

 Depend heavily on the way the stems are constructed. These tests
allow for one and only one answer and, hence, often test only the
student’s knowledge.

Completion type of test

Example:

Instructions: Write an appropriate synonym of each of the following.

Each blank corresponds to a letter.

Metamorphose: _ _ _ _ _ _

Flourish: _ _ _ _

The appropriate synonym for the first is change with six (6) letters
while the appropriate synonym for the second Is grow with a four (4) letters.

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Guidelines in the formulation of a Completion type of test.

The following guidelines can help you formulate a Completion type of

test, the fill in the blank type.

 Avoid over multilated sentence.

 Avoid open – ended item. There should be only one Acceptable answer.
This item is open – ended hence, no good Test items.

 The blank should be at the end or near the end of the Sentence. The
question must first be asked before an Answer is expected. Like the
matching type of test, the stem (where the question is packed) must be
in the first Columns.

 Ask question on more significant item not on trivial Matter.

 The length of the blanks must not suggest the answer. So better to
make the blanks uniform in size.

11th TYPES OF ESSAY (Restricted Essay Non-restricted/Extended essay)

Restricted Essay

 It is also referred to as short focused response. This form of essay test

requires a limited amount of writing or requires that a given problem
be solved in a few sentences.

Examples:

 Are asking students to “write an example,” List three reasons,” or

“compare and contrast two techniques.”

Sample Short Response Question

 How are the scrub jay and the mockingbird different? Support your
answer with details and information from the article.

Non-restricted/Extended Essay

 This form of essay test requires a student to present his answer in

several paragraphs or pages of writing. It gives students more freedom

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 to express ideas, opinions and use synthesizing skills to change
knowledge into a creative ideas.

 Extended responses can be much longer and complex than short

responses, but students are encouraged to remain focused and
organized.

Sample Extended Response Question

 Robert is designing a demonstration to display at his school’s science

fair. He will show how changing the position of a fulcrum on a lever
changes the amount of force needed to lift an object. To do this,
Robert will use a piece of wood for a lever and block of wood to act as
a fulcrum. He plans to move the fulcrum to different places on the
lever to see how its placement affects the force needed to lift an object.

PART A: Identify at least two other actions that would make Robert’s
demonstration better.

PART B: Explain why action would improve demonstration.

The following are the rules of thumb which facilitate the scoring of essays;

Rule 1

 Phrase the direction in such a way that students are guided on the
key concepts to be included. Specify how the students should
respond.

Rule 2

 Inform the students on the criteria to be used for grading their essays.
This rule allow the students to focus on relevant and substantive
materials rather than on peripheral and unnecessary facts and bits of
information.

Rule 3

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  Put a time limit on essay test.

Rule 4

 Decide on your essay grading system prior to getting the essays of

your students.

Rule 5

 Evaluate all of the students’ answers to one question before

proceeding to the next question.

Rule 6

 Evaluate answers to essay questions without knowing the identity of

the writer.

Rule 7

 Whenever possible, have two or more persons grade each answer.

Rule 8

 Do not provide optional questions.

Rule 9

 Provide information about the value/weight of the question and how it

will be scored.

Rule 10

 Emphasize higher level thinking skills.

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