EVALUATION OF THE BACHELOR OF SECONDARY EDUCATION

(SOCIAL STUDIES) CURRICULUM: ON INSTRUCTION AND ASSESSMENT

An Action Research

in partial fulfilment of the requirements for

Professional Education 8 (Assessment in Learning 2)

by:

Submitted to:

Dr. Jane D. Navalta

Professor

College of Teacher Education

NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya

July 2021
 Chapter I

INTRODUCTION

Background of the Study

Statement of the Problem

This study evaluated the BSED-3D-Social Studies curriculum particularly on

instruction and assessment, of the College of Teacher Education, Nueva Vizcaya State

University, Bayombong Campus using the Context, Input, Process, Product (CIPP)

Model.

Specifically, it aimed to answer the following:

1. What are the students’ problems related to teaching?

2. What are the students’ problems related to learning?

3. What are the positive and negative experiences of students in relation to

assessment, in terms of:

a) content validity;

b) face validity;

c) external reliability;

d) scoring; and

e) administration of tests?

Objectives of the Study

The study determined:

1. the students’ problems related to teaching

 2. the students’ problems related to learning

3. the positive and negative experiences of students in relation to assessment, in

terms of content validity; face validity; external reliability; scoring; and

administration of tests

Significance of the Study

This study has significance to the following:

School Administrators. Will serve as guide in teaching and assessing their

students especially in this time of pandemic. For them to know the appropriate

strategies in teaching. It also provides valuable feedback on the design and the

implementation of the program.

Faculty Members. For them to know how to execute different methods in

teaching and learning. And to have considerations to the different situations of

every students have.

Students. Students will have the confidence to share their difficulties in terms of

learning. And to know the positive and negative experiences of students in

relation to assessment, in terms of content validity; face validity; external

reliability; scoring; and administration of tests.

Future Researchers. This will serve as a basis in their studies related to the

evaluation on instruction and assessment.

Scope and Delimitation of the Study

The study will be conducted online by BSED Curriculum which the CTE students who

are currently pursuing BSED-3 of SY 2020-2021 at Nueva Vizcaya State University

Bayombong Campus. Questionnaires are given online, limited to answering few items

related with instruction and assessment in order to get the correct information or data.

Conceptual Framework (you expound)

The CIPP Evaluation Model

Stufflebeam (1983) developed a very useful approach in educational evaluation

known as the CIPP or Context, Input, Process, Product approach. The approach is

illustrated in the diagram below:

PROCESS CON PRODUCT

INPUTS

CONTEXT

Figure 1. The CIPP model of evaluation

In this approach, the user is asked to go through a series of questions in the

context, inputs, process and product stages. In this study however, questions under the

process stage only will be tackled, particularly on instruction and assessment.

On the other hand, the process of conducting evaluation of the curriculum in this

action research is through the IPO Model which can be seen in Figure 2.

Input Process Output

Administration Evaluation of Recommendations

of Open-ended the Curriculum for the
Questions improvement of
the Curriculum
Figure 1. Model in the conduct of the study

Operational Definition of Terms

The following terms where define to understand their usage in the study.

Instruction

Teaching- is an occupation, profession or work for a teacher.

Learning- a multi-dimensional and multi-faced phenomenon occurring

when individual attempt to solve what they view as problem.

Assessment

Content Validity-refers to a degree which an assessment instrument is

relevant to and representative of the targeted construct it is designed to measure.

Face Validity-refers to the extent to which a test appears to measure what

is intended to measure.

External Reliability- also known as test-retest reliability. The extent to

which the results produced by a measuring instruments are stable from one used

to another.

Scoring- the process used to evaluate scores reliability and comparability

across teachers and schools.

Administrability- means the test should be administered uniformly to all

students so that the scores obtain will not vary due to factors other than

differences of the student’s knowledge and skills.

 Chapter II

REVIEW OF RELATED LITERATURE

Due to COVID-19 pandemic disease, almost all sectorial activities around the

world has been affected. Higher education institutions are one of the sectors in which

most activities are affected since conducting face-to-face class and laboratory activities

would require physical interactions. Once it is recognized that the virus is transmitted by

direct contact and surfaces in the immediate environment with infected person or with

objects used by the infected person (WHO, 2020), higher institutions are forced to

suspend face-to-face classes. Consequently, most higher institutions have rushed to

remote teaching and online classes. This does however create unprecedented challenges

in terms of getting used the technologies and in accessing essential facilities such as

laboratories (Cooper & Tschobotko, 2020).

Learning goals are an excellent place to start when alternative assessments are

considered. The expectations from students when they complete the course, and the way

they have to demonstrate their learnings are the key factors to identify the assessment

types. Like Series of quizzes, Open-book, take-home assessments, Professional

presentations or demonstrations, Annotated bibliography, Fact sheet, and E-portfolio is

considered a learning and assessment tool. Students compile their best or representative

work from the semester, writing a critical introduction to the portfolio and a brief

introduction to each piece. Students’ achievement can be evaluated collectively for a

module improvement. It can also be useful to organize, sample, and assess what students

gained out of it. E-portfolios enable faculty not only to observe what students know and

can do, but also to indicate how students learn through their reflections (Rutgers, 2020).
 Proctored exams are a time bounded and proctored, and commonly used in the

classrooms. Proctored exams can also be done remotely by using various learning

management systems such as Canvas and Sakai. In addition, Proctor track software can

also be used for remote assessment by using webcams to track student activity during

exam time to assist the instructor whenever suspicious actions are taken by the students.

However, proctored remote exams have several drawbacks and the major ones are remote

proctored exams are often more stressful for students than in-person proctored exams

which would affect the student performance adversely and remote proctored exam

requires well-established infrastructure setup, software, and hardware, both on the

instructor and student side. In addition, the application software such as Proctor Track

could create “false positive” flags that mislead the instructor. (Rutgers, 2020).

Since there were no clear policy and guidelines in most higher institutions on

online teaching, several questions such as what to teach, how to teach, what should be the

duties of the teacher and the student, the workload of the teacher, the teaching

environment, and the implications for education equity, etc., were not clear. Problems

such as the infrastructure, teachers’ and students’ experience on online teaching, the

change on working time due to COVID-19 for some part-time students, and the

inconvenience of working at home are additional challenges of remote teaching (Zhang et

al., 2020). The existing and inherent remote teaching problems superimposed with the

current and unprecedented problems, i.e., unavailability of policies, guidelines, enough

infrastructure and experiences of teachers and students make the challenge more difficult.

Kebritchi et al. have studied the issues and challenges faced in online teaching and

identified three major categories of challenges that are related with instructors, learners,
and content development. Figure 1 shows the specific issues and challenges of online

education environment (Kebritchi et al., 2017).

The other challenge related to COVID-19 is assessing students remotely. In

higher institution, assessment has three major purposes: (1) to support learning, (2) to

execute accountability, and (3) to provide certification, progress, and transfer (Archer,

2017; Capsim, 2020). Formative and summative assessments in conjunction with

appropriate feedback systems are used to support learning in higher education. This

means employing assessment data in a diagnostic approach to determine competence,

gaps, and progress so learners may adapt their learning strategies and teachers their

teaching strategies. Assessment for accountability is a function of responsibility. This is

mainly achieved through providing evidence that learning is being promoted. As a means

of accountability, international and national comparative and benchmark would also be

established to get credibility. Assessment can also serve the purpose of offering

certificate for learning of the intended outcomes, guaranteeing progress and transfer

(Archer, 2017).

In recent years, enrolment for online courses has grown in faster rate than overall

enrollments in higher education. Nearly 30% of US college and university students are

taking at least one online course, and the trend is expected to increase in the future. As

part of the online courses, an area of focus that deserves special attention is the

assessment of student learning. This includes how instructors design and implement

formative and summative assessments to measure the student progress and learning,

providing effective feedback, and insuring academic integrity. Online assessments have

their own sustained and inherent advantages and challenges. However, higher education
institutions have faced another additional challenge during the current unprecedented

COVID-19 incident due to lack of preparation of institutions, teachers, and students. In

the current study, the available options of remote assessment in higher education

institutions are reviewed. The study also investigated the challenges faced by higher

academic institutions in COVID-19 lockdown period considering a case study of Middle

East College. Particularly, to address the academic dishonesty in remote assessment an

investigation is carried out to identify and prioritize the appropriate assessment type for

various modules. (Kearns, 2012)

In higher institution programs, modules have specific learning outcomes. These

outcomes provide information on learning levels that students need to achieve targeted

educational objectives. Hence, the objectives of assessment are directly linked with the

achievement of the learning outcomes both by supporting the learning process and

measuring the degree of learning. (Al-Shammari, 2011)

In Australia in the late 1980s, the State of Victoria introduced a new Certificate of

Education (VCE) with a variety of assessment components that covered the broad

spectrum of goals we have referred to. This highly ambitious program was gradually

modified in the light of pushback but remained an outstanding exemplar for at least a

decade. High-quality summative assessment on a large scale can forward student learning

of high-level skills but high-quality assessment still so rare that we have seen that the

design of the various aspects of assessment in ways that will support student learning and

the teachers on whom it so largely depends, though challenging, involves nothing that is

not well understood within education research and development community. (Stephens

and McCrae, 1995)

 Formative assessment, like the concept of “pedagogical content knowledge” to

give another example, existed long before it was named: for centuries teachers have

attended to evidence of their students’ thinking and adjusted their instruction accordingly.

What has changed over the past few decades are the goals of instruction. As classroom

goals have become more ambitious and less well defined, the major challenge has been in

providing a meaningful form of professional development (whether through curriculum

materials, coaching, teacher learning communities, or combinations thereof) that would

enable teachers to craft richer learning environments. (Shulman, 1986, 1987)

https://link.springer.com/article/10.1007/s11092-020-09340-w

https://doi.org/10.1007/s11858-018-0937-1
 Chapter III

RESEARCH METHODOLOGY

Research Design
This study makes used of qualitative approach using descriptive method through

the use of an open-ended questions. The design was appropriate for the study because the

study is Dealing Evaluation of The Bachelor of Secondary Education (Social Studies)

Curriculum: On Instruction and Assessment.

Time and Place of the Study

This study was conducted from April to July, 2021 at the College of Teacher

Education of the Nueva Vizcaya State University, Bayombong Campus SY.2020-2021.

Subject of the Study

The open-ended question will be answered by the BSED Curriculum (major in

Social Studies). Which are studying at The Nueva Vizcaya State University through

online learning.

Sources of Data

The data were taken from answers to open-ended questions administered to

students of the curriculum being evaluated of the Nueva Vizcaya State University, BSED

3 Social Studies. It was taken through online platform.

Research Instruments

Open-ended Questions. The data needed in this study were gathered using an

open-ended questionnaire for the students’ problem related to teaching and to learning.

And the positive and negative experience of students in relation to assessments as a

primary tool. The questionnaires underwent to a validation and was distributed to the

respondents through the use of electronic devices like emails and messenger.

Data-Gathering Procedure

Administration of Open-ended Questions. Prior to the data gathering the

researcher identify the students who are currently enrolled in the curriculum being

studied and are asked to answer open-ended questions on the topic being studied.

Data Analysis

This study used descriptive statistics such as frequency counts and ranking.

Qualitative data were also analyzed by grouping common observations and themes.
 Chapter IV

RESULTS AND DISCUSSION

Students’ Problems Related to Teaching

Problems related to teaching can be gleaned on the table below. It was answered

by 35 students of Collage of Teacher Education BSED major in social studies.

Table 1. Frequency and rank of students’ problems related to teaching.

Problems Related to Teaching F R
The teacher only gives modules and let us learned in our own/do not 21 1
give record lecture
Lack of time in planning the lesson 5 2
Just copy the activities/ modules from the internet 4 3
Corrupting their co-teachers time to discussed their concerns 3
Some teachers only give report or modules during the exam 3 5
Passive introduction 3
Instructions are not understandable 2
Give too many learning activities
8
High standards in the activities 2
Not fair judgement of activities 1
10.5
Lots of paper works 1

On the 1st table, the students of BSED major in Social studies have answered the

question what are your problems related to teaching? There are 21 students who

answered the teacher only gives modules and let us learned in our own/do not give record

lecture and it garnered the highest rank off all answer. There are 5 students who answered

lack of time in planning the lesson, it ranks second. Corrupting their co-teachers time to

discussed their concerns, some teachers only give report or modules during the exam and

passive introduction each of these has three frequency and gained the same rank on the
board of answers. They have rank 5th. The answer instructions are not understandable

together with give too many learning activities and high standards in the activities have

a frequency if 2 and ranked 8. On the last rank which is 10 th, not fair judgement of

activities and lots of paper works, both of them have a frequency of one. This only

implies that most of the students has suffered from the teacher only gives modules and let

us learned in our own/do not give record lecture in terms of their problems related to

teaching.

Students’ Problems Related to Learning

Problems related to learning can be gleaned on the table below. It was answered

by 35 students of Collage of Teacher Education BSED major in social studies.

Table 2. Frequency and rank of students’ problems related to learning

Problems Related to Learning F R
Slow / not stable connection of Wi-Fi and data 26 1
Unexpected power interruption 14 2
Encountering technical issues 7
Some of the activities are hard to understand because lack of 7 3.5
knowledge
Emotional breakdowns/ lack of motivation 6 5
Time Management 4 6.5
Noisy /laud environment 4 6.5
They are more on face to face scenario 2 8
Financially Unstable 1 9

On the 2nd table, the students of BSED major in Social Studies answered the

question, what are your problems related to learning? There are 26 students who have

answered Slow / not stable connection of Wi-Fi and data it has the highest frequency and

rank. There are also 14 students who answered unexpected power interruption and rank

second on the table. Some of the activities are hard to understand because we have lack

of knowledge and encountering technical issues both ranked 3.5 on the table and both has
a frequency of 7. On the fifth rank among the answers of the students which is emotional

breakdowns/ lack of motivation has the frequency of f. on the 6.5 rank. Both time

management and noisy/loud environment has the frequency of 4. On the second to the

last rank, students have answered, they are more on face to face scenario which has a

frequency of 2. On the last ranked among all the answers of the students, there is only

one student have answered financially unstable. This only implies that most of the

students encounter the same problem in learning which is slow/unstable connection of

wi-fi or data.

Experiences of Students in Relation to Assessment

Positive

Content Validity

The positive experience of the students on content validity can be gleaned on the

table below. It was answered by 35 students of Collage of Teacher Education BSED

major in social studies.

Table 3. Frequency and rank of positive experiences of students in relation to

assessment, particularly on content validity
Positive Experiences on Content Validity F R
The coverage of the exam is discussed/ tackled comprehensively 25 1
Numbers of items are proportion to the discussed topics 5
2.5
The lessons are aligned in the learning objectives 5
Questions are revised and unique 2 4
Make the test readable 1
5.5
Most teachers focused on the collaboration and share their best 1
practice
 On Table 3 it shows that most of the students of BSED major in social studies

answered the coverage of the exam is discussed and tackled comprehensively, the

frequency is 25 and the rank is 1. Number of items are proportion to the discussed topic

and the lesson are aligned in the learning objectives has the frequency of 5 and rank 2.5.

questions are reversed and unique has a frequency of 2 and has a rank of 4. Both make

the test readable, and most teachers focused on the collaboration and share their best

practice has a frequency of 1 and a rank of 5.5. This only implies that most of the

students has a positive experience on the content validity because the coverage of the

exam given to them is discussed and tackled comprehensively.

Face Validity
The positive experience of the students on face validity can be gleaned on the

table below. It was answered by 35 students of Collage of Teacher Education BSED

major in social studies.

Table 4. Frequency and rank of positive experiences of students in relation to

assessment, particularly on face validity

Positive Experiences on Face Validity F R

Test is appropriate based on what teacher taught 12
1.5
Test is based on module 12
Test is in Proper format (Capitalization, Marks, Punctuation) 11 3
Test instruction are display in every type of test clear and easy to 5 4
understand
The test is aligned 4 5
The test item included are adequately measure what is meant to 3 6
measure
Test have proper instruction 2 7
The test is extremely suitable for a given purpose 1 8

Table 4 shows that many of student interviewed answer the test is based on what

teacher taught and what based on module, this 2 Positive Experience on Face Validity get
12 each frequency and rank number 1. Test in proper format had gain 11 frequency and

rank number 3 while the test instruction is display in every type of test clear and easy to

understand get 4th in rank with 5 frequency the 4 other positive experience not exceed to 5

frequency.

External Reliability

The positive experience of the students on external reliability can be gleaned on

the table below. It was answered by 35 students of Collage of Teacher Education BSED

major in social studies.

Table 5. Frequency and rank of positive experiences of students in relation to

assessment, particularly on external reliability

Positive Experiences on External Reliability F R

The Test have/has a clear goal 13 1
The assessment shows clear learning objectives 10 2
Arrangement of items are from easy to difficult or Organized 5 3
The coverage are discussed 2
Experience a test measures the stability 2 4.5
Vivid 1
Consistent 1
The test is challenging 1
The result of the test score can be applied to one another 1 8.5
The test is tested to see if is good or bad 1
The result of exam doesn’t change 1

Table 5 shows that most of the student expected the test have/has a clear goal.

Test have a clear goal attained the rank 1 and got 13 frequency and those assessment

shows clear learning objectives had a 11 frequency and rank 2 followed by Arrangement

of items are easy to difficult or Organized attained 3rd rank while coverage of exam and

experience a test measure the stability each got 2 frequency and the other 6 Positive
experience got only 1. This shows that students always experiencing a External

Reliability test that has clear goals and learning objectives.

Scoring

The positive experience of the students on scoring can be gleaned on the table

below. It was answered by 35 students of Collage of Teacher Education BSED major in

social studies.

Table 6. Frequency and rank of positive experiences of students in relation to

assessment, particularly on scoring
Positive Experiences on Scoring F R
The score will be given to the students right after the submission, 14
the student will see their score immediately.
1.5
The teacher is fair when it comes to scoring 14
It observed confidentiality 7 3
Some of the teachers have dictated the answer in each item that 4 4
makes the students aware on how many points they will lose and
gain.
The teacher has standardized scoring system in the class 1
5.5
The teacher is satisfied on the performance of their students. 1

The data in the Table 6 shows that both the teacher is fair in scoring and the score

given to the students’ right after the submission which they can see if they pass or not got

4 frequency and also both rank 1.5 followed by it observes confidentiality which has 7

frequency. Additionally, some of the teachers have dictated the answer in each item That

makes the student aware how many points they will gain and lost at the same time Got 4

frequency and ranked 3 and lastly, the remaining positive experiences got each
frequency. The result shows that most of the students are experiencing fairness in

scoring.

Administration of Tests.

The positive experience of the students on administration of a test can be gleaned

on the table below. It was answered by 35 students of Collage of Teacher Education

BSED major in social studies.

Table 7. Frequency and rank of positive experiences of students in relation to

assessment, particularly on administration of tests
Positive Experiences on Administration of Tests F R
The teachers administer the test in scheduled time 29 1
The teachers make sure to give all the necessary instructions before 5 2
the test is started
Consolidating the students most suitable and advantageous schedule 4 3
Using single flat form for monitoring 3 4
Always giving updates to whether there are adjustment and changes 2 5
Limited time is given to avoid conflicts 1
Update and information and dissemination 1
They give warning to the students 1 8.5
Administering all section taking to avoid linking question and 1
answer.
Test were administered simultaneously across the different section. 1

Teacher administered the test in the scheduled time got 29 frequency and

ranked 1 and those teachers who are giving necessary instruction before the test is started

got 5 frequency and rank 2 followed by consolidating student most suitable and

advantageous schedules which has 4 frequency. Additionally, using platform for

monitoring got 3 frequencies which ranked 4 followed by those teachers who are always

giving updates to whether there are adjustment and changes has 2 frequency. Lastly, the
other remaining positive experiences got each frequency. Table 7 shows that most

students are experiencing administration of test in the scheduled time.

Negative

Content Validity

The negative experience of the students on content validity can be gleaned on the

table below. It was answered by 35 students of Collage of Teacher Education BSED

major in social studies.

Table 8. Frequency and rank of negative experiences of students in relation to

assessment, particularly on content validity
Negative Experiences on Content Validity F R
It’s hard to understand or answer the test because of the 15 1
terminologies being used.
Some of the questions are just copied on the internet/module. 8 2.
Some of the questions are not related to the lessons or not discussed 7 3
I experienced a test that is more on memorization. 5 4
Lengthiness of the test question 3 5
Sometimes most of the question are under HOTS and sometime are 2 6
under LOTS.
There is a time the test is pure on essay. 1
Some questions are wordy 1 8.5
None 1
Error cited on the internet. 1

The data in the Table 8 shows that most of the students experienced that test

questions are hard to understand due to the deep terminologies being use by the teacher

which ranked 1 in the list and got 15 frequency followed by the rank 2 indicates that the
test questions are just copied on the module or internet and got 8 frequency. On the other

hand, questions that are not related in the lesson got 7 frequency which ranked 4 and

some of the students that experienced a test which is more on memorization got 5

frequency which ranked 5. Moreover, lengthiness of the test question ranked 5 and got 3

frequencies rank 6 indicates that sometimes most of the question is HOTS and sometimes

is LOTS got 2 frequencies and others got each frequency. The result shows that most of

the students experiencing difficulties in understanding or answering the test due to the

used terminologies

Face Validity

The negative experience of the students on face validity can be gleaned on

the table below. It was answered by 35 students of Collage of Teacher Education BSED

major in social studies.

Table 9. Frequency and rank of negative experiences of students in relation to

assessment, particularly on face validity
Negative Experiences on Face Validity F R
Some question in the test were not discussed/not aligned 16 1
Some test items were not in module 11 2
Unreadable items/ blurred pictures 9 3
Errors in grammar, lengthy questions/ choices 3 4
Absence of connection among learning goals 2
Terminologies in test is new and hard to understand/ usage 2 5.5
unfamiliar word
They just copying exam on internet 1 7

Table 9 shows that most of student experiencing negative in relation to

assessment particularly on face validity is Some question in the test were not discussed or

not aligned, this negative experience attained 16 Frequency and rank 1. Some test items
were not in module got 11 frequency and 2 in ranking while unreadable items/ blurred

pictures got 9 frequency and rank number 3 and lastly those other negative experience

errors in grammar, lengthy question/ choices attained 3 frequency rank number 4 follow

by absence of connection among learning goals and terminologies in test is new and hard

to understand/ usage unfamiliar word share 5.5 in ranking with 2 frequency lastly is they

just copying exam on internet rank 7 with only one frequency

External Reliability

The negative experience of the students on external validity can be gleaned on the

table below. It was answered by 35 students of Collage of Teacher Education BSED

major in social studies.

Table 10. Frequency and rank of negative experiences of students in relation to

assessment, particularly on external reliability
Negative Experiences on External Reliability F R
Test did not meet learning objectives 22 1
Open ended items consume too much time to make a response 4 2
Test does not have clear goals 3 3
The result of exam changes because of external effect 2 4
Sometimes they did not discuss the lesson 1 5

Table 10 shows Test did not meet learning objectives is one of the negative

experience of student in relation to assessment, particularly on external reliability

attaining most of the survey and got 22 frequency and rank in 1 whole open ended items

consume too much time to make a response got 4 frequency and rank 2 followed by test

does not have clear goals got 3 frequency, The result of exam change because of external

effect got 2 frequency and lastly is sometimes they did not discuss the lesson only get 1

frequency and last in rankings.

 Scoring

The negative experience of the students on scoring can be gleaned on the table

below. It was answered by 35 students of Collage of Teacher Education BSED major in

social studies.

Table 11. Frequency and rank of negative experiences of students in relation to

assessment, particularly on scoring
Negative Experiences on Scoring F R
Some of the students have the same answer 15 1
Some of the students are not sure with their answers 8 2
Some of the questions are not discussed 7 3
Some of the students are only citing in the internet 4 4
The answers are not covered by the discussion 3
5.5
The test does not have a blear objectives or goal 3
The teachers have no standardized scoring system in the class 1 7

Table 11 show that most of the students answered some of the students has same answer

and it has a frequency of 15 and it has the highest rank. Some of the students is not sure on their

answered got 8 in frequency and 2nd on the ranking. Some of the questions are not discussed has a

frequency of 7 and 3rd in rank. Some of the students are citing in the internet has a frequency of 4

and 4th in the rank. The answer is not covered in the discussion and the test do not have a clear

goal has both a frequency of 3 and rank 5.5 in the table. The respond the teacher has no

standardize scoring system in the class has a frequency of 1 and rank 7.5 in the table. This only

implies that most of the students have suffered from a common negative experience in scoring

which is some of the student has the same answer.

 Administration of Tests

The negative experience of the students on the administration of a test can

be gleaned on the table below. It was answered by 35 students of Collage of Teacher

Education BSED major in social studies.

Table 12. Frequency and rank of negative experiences of students in relation to

assessment, particularly on administration of tests
Negative Experiences on Administration of Test F R
Some teachers do not follow the correct schedule in administering 20 1
the test.
They don’t have consideration about the time 8 2
Lack of instruction in administering the exam 4 3
Low internet connection 2
No time limit 2
There is a chance of cheating among the students 5.5
Too easy and too difficult type of an exam 2
None 2
Unanswered question due to power interruption. 1 6

The table 7 shows the answer of the students of BSED major social studies

about their negative experience in the administration of test. The highest respond of

the students with regards to the question is some teachers do not follow the correct

schedule in administering the rest which has a frequency of 20 and ranked 1 st on the table.

The 2nd place in the ranking and has a frequency of 8 among the respond of the

respondent is they don’t have consideration about the time. The respond lack of

instruction in administering the exam has frequency of 4 and ranked 3 rd in the table.
While the responds low internet connection, no time limit, there is a chance of cheating

among the students, too easy and too difficult type of an exam and none has frequency of

2 and ranked 5.5 in the table. The respond unanswered question due to power interruption

has a frequency of 1 and ranked 6. This only implies that most of the students have

experience that their teachers do not follow the correct schedule in administering the test
 Chapter V

SUMMARY, CONCLUSIONS, AND RECOMENDATIONS

Summary

Conclusions

Recommendations
LITERATURE CITED
 APPENDICES

Appendix A. Open-ended Questionnaire

Dear student,

Kindly answer each of the items briefly (in bullet form) and honestly in the context
of your general academic experiences in the degree course you are pursuing at this
time of pandemic.

You may give more than one answer to the following questions:

1. What are your problems related to teaching?

2. What are your problems related to learning?

3. What are your positive and negative experiences in relation to assessment in terms of:

A. Content validity
Positive

Negative

B. Face validity
Positive

Negative

C. External reliability of the tests

Positive

Negative
D. Scoring

Positive

Negative

E. Administration of tests

Positive

Negative
 TABLE OF CONTENTS (page numbers not final)

Page

TITLE PAGE i

TABLE OF CONTENTS ii

LIST OF TABLES iv

LIST OF FIGURES vi

ABSTRACT vii

CHAPTER

I INTRODUCTION 1

Background of the Study 1

Statement of the Problem 2
Objectives of the Study 2
Significance of the Study 3
Scope and Limitation of the Study 3
Conceptual Framework of the Study 4
Operational Definition of Terms 5

II REVIEW OF RELATED LITERATURE 6

III RESEARCH METHODOLOGY 9

Research Design 9
Time and Place of the Study 9
Subjects of the Study 9
Sources of Data
Research Instruments
Data-Gathering Procedure 10
Data Analysis 10

IV RESULTS AND DISCUSSION 11

Students’ Problems Related to Teaching

Students’ Problems Related to Learning
Experiences of Students in Relation to Assessment
 ii
V SUMMARY, CONCLUSIONS AND
RECOMMENDATIONS 35

Summary 35
Conclusions 38
Recommendations 39

LITERATURE CITED 40

APPENDICES

A Open-ended Questionnaire
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LIST OF TABLES

Table Page

1 Frequency and rank of students’ problems related to teaching

2 Frequency and rank of students’ problems related to learning

3 Frequency and rank of positive experiences of students in relation

to assessment, particularly on content validity

4 Frequency and rank of positive experiences of students in relation

to assessment, particularly on face validity

5 Frequency and rank of positive experiences of students in relation

to assessment, particularly on external reliability

6 Frequency and rank of positive experiences of students in relation

to assessment, particularly on scoring

7 Frequency and rank of positive experiences of students in relation

to assessment, particularly on administration of tests

8 Frequency and rank of negative experiences of students in relation

to assessment, particularly on content validity

9 Frequency and rank of negative experiences of students in relation

to assessment, particularly on face validity

10 Frequency and rank of negative experiences of students in relation

to assessment, particularly on external reliability

11 Frequency and rank of negative experiences of students in relation

to assessment, particularly on scoring

11 Frequency and rank of negative experiences of students in relation

to assessment, particularly on administration of tests
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LIST OF FIGURES

Figure Page

1 The CIPP model of evaluation

2 Model in the conduct of the study

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ABSTRACT

This descriptive research …

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