TABLE OF SPECIFICATION

First Periodical Examination English for Third year

(English-American Literature)

Objectives:

1. Analyze the reading selection about the text read.

2. Define words using context clues.
3. Identify the parts of sentence based on its structure
4. Explain the given words based on what have been understood.

Topic K C A AN S E Total Total

P number number
of items of
points
1. Values ( Reading Text: 1-10 10 10
Comprehension Test)

2. Context Clues 11-20 10 10

3. Kinds of Sentence 21-30 31-40 20 20
According to Structure
4. English Literature in 41-50 10 20
Medieval Times

Test Types:

Multiple Choice- 1-20

Identification- 21-40
Essay- 41-50

Prepared By:

JACKIELYN E. QUINONES
TCP Summer Class 2019
 Levels of Understanding Assessed by Multiple Choice Questions

During the 1948 convention of the American Psychological Association, a group of

educational psychologists decided it would be useful to classify different levels of
understanding that students can achieve in a course. In 1956, after extensive research
on educational goals, the group published their findings in a book edited by Harvard
professor Benjamin S. Bloom. Bloom's book lists six levels of intellectual understanding,
summarized in the chart below.

Label for Level of

Nature of Understanding in the Level
Understanding
Knowledge Recognizing and recalling information, including

 dates, events, persons, places

 terms, definitions
 basic facts, principles, theories
 Methods and procedures.

Comprehension Understanding the meaning of information, including

 restating in your own words

 translating from one form to another (e.g., numbers
into words)
 interpreting, explaining, summarizing

Application Applying general rules, methods, or principles to a new,

specific situation, including

 classifying something as a specific example of a

general principle
 using an appropriate formula to solve a problem

Analysis Identifying the organization and patterns within a system by

identifying its component parts and the relationships among
the components.
Synthesis Discovering or creating new connections, generalizations,
patterns, or perspectives.
Evaluation Using evidence and reasoned argument to judge how well a
proposal would accomplish a particular purpose.

(Adapted from: Bloom, B.S. (Ed.) (1956). Taxonomy of educational objectives: The
classification of educational goals: Handbook I, cognitive domain. New York ; Toronto:
Longmans, Green.)

Because PSY 002 is Penn State's basic, introductory course in psychology, I expect
students to achieve primarily the first three levels of understanding in the course.
Consequently, almost all of the multiple choice questions in our exams aim to assess
those first three levels of understanding. I expect more of the three higher levels--
analysis, synthesis, and evaluation--in my advanced 200- and 400-level courses. In
those courses I usually assess understanding with projects, essay questions, or papers
rather than with multiple-choice questions. You will probably find that your other
instructors tend to grade introductory and upper-level courses differently.
Knowledge, Comprehension, and Application Questions

(These are the same sample questions that appear on the review of the first
exam.)

Multiple-Choice Questions for Basic Knowledge

1. Which of the following is one of the major approaches to psychology?

a. psychoanalysis
b. structuralism
c. psychiatry
d. New Age Movement

The textbook describes six major approaches to

psychology on pages WIP5-WIP10: behavioral,
psychoanalytic, humanistic, cognitive, neurobiological, and
sociocultural. This was also covered in the class lecture
on Modern perspectives in psychology. Structuralism is an
Correct answer: A older approach that died out completely. I did not cover it
in class; it is described on pages WIP4-WIP5. Psychiatry is
a specific branch of medicine, not a major approach to
psychology. The New Age Movement, which I did not
cover, is described on page WIP12 as a
pseudopsychology.

2. Sensation, perception, and memory are of particular

interest to which group of contemporary psychologists?

a. psychoanalysts
b. behaviorists
c. humanistic psychologists
d. cognitive psychologists

Areas of specialization in psychology are

described on pages WIP15-WIP17 of the
textbook. Sensation, perception and memory
are described in the textbook as topics that
involve pure (that is, basic) experimental
Correct answer: D research (page WIP16). I talked about
these areas in our class on Psychology's
careers and areas of specialization. I was
more specific than the textbook in my
lecture, describing these three areas as part
of the field of cognition.

Multiple-Choice Questions for Comprehension

2. Using operational definitions answers which question?

a. who
b. why
c. what
d. how

To answer this question correctly, you have

to understand two concepts: (1) the What-
How-Why questions posed by scientists
(Who is not one of the questions, so answer
(a) can be eliminated); and
(2) what we mean by an operational
definition. An operational definitions (Lecture
on the Experimental method is psychology)
include objective descriptions of the
independent variable (What happened to the
subjects) and dependent variable (What the
Correct answer: C
subjects did) in an experiment, so (c)
"what" is the correct answers. The question
of how things came about concerns
explaining what was observed by identifying
the immediate causes. Identifying immediate
causes is the goal of experiments. Why
questions concern a deeper level of
explanation through theories of how the
distant past has affected the present. The
What, How, and Why of psychology were
covered in the first lecture of the course.

2. Why did John B. Watson reject the structuralist study of mental events?

a. He believed that structuralism relied too heavily on scientific methods.

b. He rejected the concept that psychologists should study observable behavior.
c. He believed that scientists should focus on what is objectively observable.
d. He actually embraced both structuralism and functionalism.

Both the textbook (page WIP5-6) and

Lecture 2 (History of basic and applied
psychology), emphasize that Watson
thought he could make psychology more
scientific by restricting itself to what was
objectively observable by several persons,
that is, observable stimuli in the environment
and the observable behaviors that are
Correct answer: C triggered by the stimuli. Comprehending an
issue means understanding the main points.
For this question, you would hopefully not be
distracted by the technical terms
"structuralism" and "functionalism" (which I
did not even talk about in class) but target
right in on Watson's main point--that in his
opinion a scientific psychology must restrict
itself to observables.

Multiple-Choice Questions for Application

1. Explaining a student's poor performance on an exam to the unfair
difficulty level of the questions refers to what kind of cause?

a. immediate, external cause

b. immediate, internal cause
c. developmental cause
d. necessary and sufficient cause
e. weak cause

I talked about different types of causes of

behavior on the first day of class. There
really is such a concept as a necessary and
sufficient cause, but I didn't talk about this in
class and it doesn't apply to this example.
Any cause outside of a person is an external
Correct answer: A cause, and the difficulty level of the test is a
property of the test. Possible internal causes
for poor performance might have been lack
of motivation to study, low intelligence, or
sleepiness. Developmental causes refer to
history, which is not mentioned here. I never
mentioned weak causes.

2. A researcher shows erotic films to one group of subjects and violent films to another
group of subjects. The researcher then assesses the cooperativeness of each group of
subjects. The independent variable in this study is

a. the level of cooperativeness.

b. the type of film seen.
c. the level of sexual arousal in subjects.
d. the level of aggressiveness in subjects.

The independent variable describes how the

groups of subjects in an experiment are
treated differently by the experimenter (see
textbook, page MET-16 or your notes for the
lecture on the Experimental method in
psychology). In this example, the difference
Correct answer: B is in the type of film they were shown. The
films might result in differences in (c) sexual
arousal or (d) aggressiveness, but these
were not even studied by the researcher.
Option
(a) cooperativeness represents the
dependent variable in the study.
General Hints for Approaching Multiple Choice Tests

1. Understand that there is always one clearly best answer. My goal is not to trick
students or require you to make difficult judgments about two options that are
nearly equally correct. My goal is to design questions that students who
understand will answer correctly and students who do not understand will answer
incorrectly.
2. I never provide two options that are nearly equally correct unless I provide a
choice such as (e) a and b above, if both (a) and (b) are correct. I don't like to
use options such as "a and b above," "all of the above," or "none of the above"
very often, but I will once in a while. So make sure you read all of the choices
before answering.
3. You are wise to go back over your answers to verify that you have answered the
questions correctly. However, you should NOT change an answer unless you are
almost absolutely certain that you either misread the question or options or
overlooked one of the options. Research has shown that if you are just plain
unsure about a question, your first instinct is most often correct so that changing
your answer is not a good strategy.
4. Don't read unnecessary complications into the questions. There are no hidden
meanings in the wordings of my questions. I use college-level vocabulary words,
but the meanings of the questions are meant to be plain and straightforward.
5. If a question really stumps you, skip it and go back to it when you have gone
through all of the questions. But don't forget to go back and put
down something for every question. A blank answer is always wrong, and there
is no penalty for guessing. The last thing you should do before turning in your
answer sheet is to check that you have answered every single question.
6. If the correct answer does not jump out at you right away, see if you can
eliminate some of the options as definitely wrong. It's okay to write on the test
booklet, so you can cross out options you think are incorrect.
7. Most questions will have four options, lettered (a), (b), (c), and (d); sometimes I
add a fifth option, (e). I do not have a favorite option letter that I use more often. I
do not try to make sure to use an equal number of (a)s, (b)s, etc. The pattern of
marks on your answer sheet will not spell out a satanic message. So concentrate
on the content of the questions and response options, and pay no attention to
how many times you are marking a particular letter.
8. DO make sure you choose the letter corresponding to the answer of your choice.
I feel almost as bad as the student who knew the answer was (d) but accidentally
marked (c), but there's nothing I can do about that.
9. DO follow the advice in the textbook (pages xiii-xiv) about spreading out your
review rather than cramming and about being in good physical shape through
plentiful sleep, proper diet, and exercise. Staying up all night studying is more
likely to hurt than help your performance.
Course Description

Field Study 5 is an outcomes-based course designed to provide FS students with

opportunities to learn assessment strategies as they are applied in the teaching-learning
process. It is basically an observation course intended to help Field Study students
observe the application of principles of assessment in actual classroom teaching. The
FS student observes how the Resource Teacher assesses learning in the cognitive,
psychomotor and affective domains in various levels using revised Bloom’s taxonomy,
Kendall’s and Marzano’s new taxonomy and the Knowledge, Process, Understanding,
Product and Performance (KPUP) of the Department of Education.

Field Study is anchored on the following Professional Education subjects:

Assessment of Teaching 1 and 2.

Course Outcomes

At the end of the course, the FS student must be able to:

1. Evaluate assessment practices against principles of assessment

2. Distinguish among the different methods and forms of assessment

3. Use different assessment methods, tools and tasks to measure learning in the
cognitive, psychomotor and affective domains of learning and in the different levels
based on revised Bloom’s taxonomy, Kendall’s and Marzano’s new taxonomy and
DepEd’s KPUP

4. Practice Outcomes-Based Education by formulating assessment tasks and items that

have content validity with the help of a Table of Specifications

5. Compute grades using DepEd’s KPUP framework

6. Describe the meaning of computed grades in terms of proficiency

7. Describe how to report student’s performance meaningful

My Learning Activities

I will observe two classes; record my observations with the use of an observation Sheet.

OBSERVATION SHEET

Indicators of assessment FOR, OF and AS Learning

Resource Teacher: Jackielyn E. Quinones Teacher’s Signature __________ School:

ZNNHS-MIPTK CAMPUS

Grade/Year Level: 9 AND 10 Subject Area: English Date: May 25, 2019

Assessment FOR Learning Assessment As Learning Assessment OF Learning

Write observed teacher Write observed teacher and Write observed teacher
activities that manifest student activities that activities that manifest
assessment FOR learning. manifest assessment AS assessment OF learning.
(Assessment while teacher learning. (Self- (Assessment at the end of
teaches. Conduct of pretest assessment). teaching).
and posttest are included).

Activities that manifest The teacher and the As I observed, activities

assessment for learning students were having an in that manifest assessment
that I have observed are class discussion of learning of learning are using
written assignment in which points, self-assessment like anecdotal notes in which
the teacher assigns in a group activity, there is teacher record specific
students to make sure that, given rubrics for their observation of individual
everything taught is on a performance and rate it student behaviors. Other
given topic that is from the list of criteria. This activities that were
essentially locked in the can be also use for peer conducted by the class
brains of students. Also and self-assessment that were quizzes which were
progress monitoring, the students can assess very common as it was
teacher assess the themselves. Also the used every day at the end
progress of students and teacher uses checklist in of the day’s instructions. In
evaluating the effectiveness which students rate their groupings and role playing,
of the instructions. Another own progress. Other teacher uses rubrics in
is learning logs, focused activities are learning log rating the performances of
questions, journals, pretest, that students will write their every group presenter.
non-graded quizzes, minute notes and monitor own Mainly the most common
paper, learning probes and learning activity that for assessment
item analysis of summative of learning is summative
assessments. assessment like major
exams, unit test,
departmental test, chapter
test and mastery test.

My Reflections

Write your reflections on the following:

1. As a student, did you like assessment? Do students like assessment? Why or why
not?

As a student, I like assessment because it motivates me and help me structure my

learning. Assessment acts like a map, if you follow those paths, you will reach the goal.
Students like assessment as well, because it will help them improved their learning. It
will also provide feedback on how they are going. Feedback is intended to help them
identify weaknesses and build strength to improve the quality of their next piece of
assessment.

2. What can you do to eliminate student’s fear of assessment? Can frequent formative
assessment (Formative assessment) reduce if not eliminate fear of assessment?

Helping students overcome their fear of assessment are through understanding their
fear, support them by helping them better understand what they are afraid of. As soon
as they become aware of the fear behind and learn to specify their concerns, they can
start thinking of ways to cope and overcome their fear. Another thing is letting them
compare their past performance with the present achievements. Ask the students to
compare their current level with their skills and knowledge. In this way they will become
prepared and think that formative assessment is a challenge for them to overcome.
They should be used to it because it is part of learning.

3. Do you like the idea and practice of self-assessment (assessment AS learning)? Why
or why not?

For me, yes I like the idea of practice self-assessment because it assesses
understanding as well as knowledge. It also promotes student-centered learning which
encourages students to examine their own learning and levels of understanding. It also
consolidate learning in which reflecting on things that they have learned requires
students to consider new knowledge in the part of their previous experiences. Promote
deeper learning, the process of explaining the assessment criteria, or indeed defining
the criteria in consultation with students can help promote deeper learning as students.
Develop judgments skills so they can define what is good or bad about piece of work.
My Learning Activities

OBSERVATION SHEET

Indicators of assessment FOR, OF and AS Learning

Resource Teacher: Jackielyn E. Quinones Teacher’s Signature __________ School:

ZNNHS-MIPTK CAMPUS

Grade/Year Level: 9 AND 10 Subject Area: English Date: May 25, 2019

Which of the following principle were observed by the Resource Teacher?

Principle of Assessment Observations (Described behaviors of the

Resource Teacher that is/are aligned to
each principle).
1. Make use of tools for assessment data Which assessment tools did Resource
gathering and multiple sources of Teacher use?
assessment data. It is not pedagogically The teacher uses documentary portfolio,
sound to rely on just one source of data exams, oral presentations, written reports,
gathered by only one assessment tool. quizzes and many more
Consider multiple intelligences and
learning styles.

2. Learners must be given feedback about Give examples of comments of teacher on

their performance. Feedback must be students work/answer.
specific. “Good work!” is positive feedback
and is welcome but actually is not a very -“Very Good!” -“Perfect work or excellent
good feedback since it is not specific. A work” -“Okay, nextime please review your
more specific better feedback is “You ;lesson because only few got the highest
observed rules on subject-verb agreement score” -“excellent work”.
and variety of sentences. Three of your
commas were misplaced.”

3. Assessment should be on real-world How was this demonstrated?

application and not on out-of-context drills. The teacher asks the student to make their
own poem. The activity is an individual
work in which they will think of their own
theme.
4. Emphasize on the assessment of How was this done?
higher-order thinking This is done by the teacher and students’
discussion using HOW questions.
Students are encouraged to ask questions
and other students will answer it.
5. Emphasize on self-assessment. Were students given the opportunity to do
(Assessment as learning). selfassessment?
Example for this is when after quiz, the
students will check their own paper with
honesty or in rating themselves using
assessment rubrics.
We assess what we value and value what we assess. What should I do to make
assessment worthwhile?

To make assessment worthwhile, consider the following tips:

Don’t rush. Assessment yielding fair and reasonably accurate and truthful results to
take some time and thought to choose or create.

Aim for assessments and questions that are crystal clear. If students find questions
difficult to understand, they may answer what they think is the spirit of question rather
than the question itself, which may not match your interest.

Guard against unintended bias, a fair and unbiased assessment tool describes
activities that are equally familiar to all and uses words that have common meanings to
all.

As a variety of people with diverse perspective to review assessment, tools before

implementing them. Try out assessment tools with a small group of students before
using them on a large scale. Inform students if the nature, purpose and results of each
assessment .Protect the privacy and dignity of those who are assessed. Give students
ample opportunities to learn the skills needed for the assessment. Then evaluate work
fairly, equitably and consistency.

Valuing the Assessment is important because of all the decisions you will make about
students when teaching and caring for them. Today's students need to know not only
the basic reading and arithmetic skills, but also skills that will allow them to face a world
that is continually changing. They must be able to think critically, to analyze, and to
make inferences. Changes in the skills base and knowledge our students need require
new learning goals; these new learning goals change the relationship between
assessment and instruction. Teachers need to take an active role in making decisions
about the purpose of assessment and the content that is being assessed. Mainly,
assessment affects decisions about grades, placement, advancement, instructional
needs, curriculum, and, in some cases, funding.

My Learning Portfolio

1. Assessment should be on real-world application and not on out-of-context drill.

Research on GRASP of G. Wiggins and JayMcTighe.Construct a real-world
performance assessment task.

Goal: The student’s goal is to make a slogan and poster.

Role: The students will be the artist in making slogan and poster.

Audience: The audience will be their classmates, adviser-teacher, supervisor-

teacher, principal and other school

Situation: The students will create unique slogan and poster base on their own
imagination. The students will draw a scenario for poster and write a persuasive,
interesting phrase for slogan.

Product, Performance and Purpose: To develop their skills in drawing, combining

colors, and imagining concepts.