Lesson Proper for Week 1

Assessment. Assessment defines as finding out what learning is taking

place. It refers to specific skills and knowledge, we might also like to
measure other changes in behavior related to personality, social skills,
interests, learning styles, among others teens become more aware of their
emotions and develop better coping skills to deal with them.

Assessment defines as finding out what learning is taking place. It refers

to specific skills and knowledge, we might also like to measure other
changes in behavior related to personality, social skills, interests, learning
styles, among others. Assessment of Learning, as a subject, focuses on
the development and utilization of assessment tools to improve the
teaching learning process. It emphasizes on the use of testing for
measuring knowledge, comprehension and other thinking skills. Educator
and scholar Rick DuFour once defined the core mission of education as
ensuring that students learn, rather than merely being taught. There is lot
of debate about how to assess learning, and especially about how to
evaluate performance. This subject emphasizes the use of testing for
measuring knowledge, comprehension, and other thinking skills.

The assessment itself can be done in different ways:

1. Ask the learner to recall facts or principles
e.g What is Assessment of Learning?

2. Ask the learner to apply given or recalled facts or principles

e.g How this subject helps you become an effective teacher?

3. Ask the learner to select and apply facts and principles to solve a
given problem.
e.g What are your strategies on how to become an effective teachers?

4. Ask the learner to perform tasks that shows mastery of the

learning outcomes.

Once again, we need to stress the importance of participation, and this is

very important especially in assessment and evaluation. Learners should
be both involved in both the development of learning objectives, and as
much as possible in their own assessment. In many education systems,
assessment is used as tools for sorting students for selection purposes.

Lesson Proper for Week 2

SHIFT OF EDUCATIONAL FOCUS FROM CONTENT TO LEARNING OUTCOME

Dr. Mary Jane Guan

OBJECTIVE 1
INTRODUCTION
• The educative process happens between the teacher and the students • Originated from the term “educare” or
“educre” which mean to draw out

INTRODUCTION
• The advent of technology caused a change of perspective in education, nationally and internationally.

OUTCOME – BASED EDUCATION

• Outcome-based education is a model of education that rejects the traditional focus on what the school provides
to students, in favor of making students demonstrate that they "know and are able to do" whatever the required
outcomes are.
• Outcome-Based Education means clearly focusing and organizing everything in an educational system around
what is essential for all students to be able to do successfully at the end of their learning experiences. This means
starting with a clear picture of what is important for students to be able to do, then organizing the curriculum,
instruction, and assessment to make sure that this learning ultimately happens.
PRINCIPLES OF OBE
• Clarity of focus of significance • Expanded opportunity for students to succeed
• High expectations for quality performance • Design down from where you want to end up

1.1 OUTCOME – BASED EDUCATION: MATCHING INTENTION WITH ACCOMPLISHMENT

• Student centered
• Faculty driven
• Meaningful

TO IMPLEMENT OUTCOME-BASED EDUCATION ON THE SUBJECT, THE FOLLOWING PROCEDURE IS

RECOMMENDED:
1. Identification of the educational objectives of the subject/ course
2. Listing of learning outcomes specified for each subject/ course objective (cognitive, psychomotor, affective)
3. Drafting outcomes assessment procedure

SAMPLE CURRICULUM GUIDE

ACTIVITY 1
Explain further the Outcome Based Education or OBE based from your own understanding. (Atleast 200 words)

OBJECTIVE 2
1.2 THE OUTCOMES OF EDUCATION
1. Immediate Outcomes – are competencies / skills acquired upon completion of a subject, a grade level , a
segment of the program or the program itself

EXAMPLES
• Ability to communicate in writing and speaking
• Mathematical problem-solving skills
• Skills in identifying objects by using the different senses
• Ability to produce artistic or literary work
• Ability to do research and write the result
• Ability to present an investigative science project
• Skills in story-telling
• Promotion to a higher grade level
• Graduation from a program
• Passing a required licensure examination
• Initial job placement

1.2 THE OUTCOMES OF EDUCATION

2. Deferred outcomes – ability to apply cognitive, psychomotor and affective skills / competencies in a various
situations many years after completion of a subject; grade level or degree program

EXAMPLES
• Success in professional practice or occupation
• Promotion in a job
• Success in career planning, health and wellness
• Awards and recognition

ACTIVITY 2
• Among the two outcomes, what do you think is the most important and why?

OBJECTIVE 2
• Levels of OBE

1.3 INSTITUTIONAL. PROGRAM, COURSE AND LEARNING OUTCOMES Outcomes in Outcomes-Based

Education (OBE) come in different level:
1. Educational outcome – formulated from the point of view of the teachers
2. Learning outcomes – are what students are supposed to demonstrate after instruction

1.4 SAMPLE EDUCATIONAL OBJECTIVES AND LEARNING OUTCOMES IN ARALING PANLIPUNAN (K TO

12)

EducationalObjectives Learning Outcomes

1. Pagbibigay sa mag-aaral ng kaalaman at 1.Nailalarawan ang sariling buhay simula sa
pang-unawa tungkol sa tao, kapaligiran at pagsilang hanggang sa kasalukuyangedad.
lipunan 2.Nasasabi at naipapaliwanag ang mga
alituntunin sa silidaralan at sa paaralan
(Cognitive)
3.Naiisa-isa ang mga tungkulin ng isang
mabuting mamamayan sa
pangangalagangkapaliguran.

1.4 SAMPLE EDUCATIONAL OBJECTIVES AND LEARNING OUTCOMES IN ARALING PANLIPUNAN (K TO

12)

EducationalObjectives Learning Outcomes

2. Paglinang ng kakayahan na magsagawa ng 1.Nakakasulat ng sanaysay na naglalarawan ng
proyektong pangtahanan at pampayanan mga taong bumubuo ng sarilinhpamilya
(Psychomotor) 2.Nakakapagsagawa ng panayam sa ilang
mahahalagang pinuno ng sariling barangay at
naisusuat ang mga nakalap.

1.4 SAMPLE EDUCATIONAL OBJECTIVES AND LEARNING OUTCOMES IN ARALING PANLIPUNAN (K TO

12)

EducationalObjectives Learning Outcomes

3. Pagganyak sa mga mag-aaral upang 3.1. Nakakasulat ng tula, awit o maikling
maipamalas ang malalim na pagpapahalaga sa kuwento tungkol sa kahalagahan ng
kapaligiran kapaligiran.
(Affective) 3.2 Nakakagawa ng “video presentation”
tungkol sa wastomg pag-aalaga ng kapaligiran.

ACTIVITY 3

• Differentiate Educational Outcome from Learning Outcome. Please answer with clarity and substance

OBJECTIVE 4
ELEVATING THE EDUCATIONAL LANDSCAPE FOR HIGHER EDUCATION
• This shift of learning paradigm is important and necessary as globalization is on the pipeline. Students are not
prepared only for the acquisition of professional knowledge but they must be able to perform hands-on work and
knowledge application/replication in different work settings and societies. Alongside with it, students should
possess such generic (all-round) attributes like life long learning aptitude, team work attitudes, communication
skills, etc. in order to face the everchanging world/society.

ACTIVITY4
• If you were the Chairperson of CHED, what are your plans in order to elevate the education for higher
education?

Lesson Proper for Week 3

TESTING
Refers to
1. Administration
2. Scoring
3. Interpretation of the procedures
ASSESSMENT, TESTING, MEASUREMENT
Dr. Mary Jane Guan
OBJECTIVE 1

ASSESSMENT

it is a general term that includes different ways that teachers used to gather information in the classroom.
It can be used to student learning and in comparing student learning goals of an academic program.
WHAT IS ASSESSMENT
• Act or process of collecting and interpreting information about student learning.
• Systematic process of gathering, interpreting, and using information about student learning.
• Process of documenting, usually in measurable terms, knowledge, skills, attitudes and beliefs
• Assessment in education is the process of gathering, interpreting, recording & using information
about pupils’ responses to an educational task.
The most common form of assessment is giving a TEST.

FORMAT OF ASSESSMENT
• FIXED CHOICE TEST – An Assessment used to measure knowledge and skills effectively and
efficiently
Example : Standard Multiple Choice
• COMPLEX-PERFORMANCE ASSESSMENT – Used to measure the performance of the learner in
context and on problem valued in their own right.
Example : Hands on Laboratory Experiment, Projects, Essay, Oral Presentation

ROLE OF ASSESSMENT IN
CLASSROOM INSTRUCTIONS
Teaching and Learning are reciprocal processes that depend on and affect one another (Swearingen 2002
and Kellough, 1999). The result of assessment is used to diagnosed the diagnose the learning problems
of the students.
When planning assessment, it should start when teacher plans his instruction.
There are four roles of assessment used in the instructional process .
1. Placement Assessment
2. Formative Assessment
3. Diagnostic Assessment
4. Summative Assessment
BEGINNING OF INSTRUCTIONS
• PLACEMENT ASSESSMENT– focuses on the following questions:
-Does the learner possess the knowledge and skills needed to begin the planned instructions?
-To what extent has the learner already developed the understanding and skills that are goals of planned
objectives?
PURPOSE : Determine the prerequisite skills, degree of mastery of the course objective and the best
mode of learning.
DURING INSTRUCTIONS
• During the instructional process the main concern of a classroom teacher is to monitor the learning
progress of the students. Teacher should assess whether students achieved the intended learning
outcomes set for a particular lesson. If the student achieve the intended learning outcomes, the teacher
should provide a feedback to reinforce learning.
• Feedback to student is the most significant strategy to move student forward in their learning.
DURING INSTRUCTIONS
During this process, we shall consider FORMATIVE Assessment and DIAGNOSTIC Assessment
• FORMATIVE ASSESSMENT – type of assessment used to monitor the learning progress of student
during instruction.
Purpose :
1. To provide immediate feedback;
2. To identify the learning errors tat are in need of corrections;
3. To provide teachers with information on how to modify instructions; and
4. To improve learning and instructions.
DURING INSTRUCTIONS
• DIAGNOSTIC ASSESSMENT – is a type of assessment given at the beginning of instruction or during
instruction. It aims to identify the strength and weaknesses of students regarding the topics to be
discussed.
PURPOSE :
1. To determine the level of confidence of the students;
2. To identify the students who already have knowledge about the lesson;
3. To determine the causes of learning problems that cannot be revealed by formative assessment;
and
4. To formulate plan for a remedial action
END OF INSTRUCTIONS
• SUMMATIVE ASSESSMENT – usually given at the end of the course unit.
PURPOSE:
1. To determine whether the instructional objectives have been met; and
2. To certify student mastery of the intended learning outcomes as well as use it for assigning grades
EXERCISE 1/ ACTIVITY 1
• What are the four different roles of assessment in Classroom Instructions and their purpose/s?

OBJECTIVE 2
 WHAT IS TESTING
• TEST is a formal and systematic instrument, usually paper and pencil procedure designed to assess
the quality, ability, skill or knowledge of the students by giving a set of question in uniform manner.
• TESTING is one of the different methods used to measure the level of performance or achievement of
the learners.
KINDS OF TESTS
•Objective Test
•Subjective Test
•Individual Test
•Group Test
•Unstandardized Test
•Standardized Test

• Objective Test- it is a test paper and pencil test where in students’ answers can be compared and
quantified to yield a numerical score. This is because it requires convergent and specific response.
• Subjective Test- it is a paper and pencil test which is not easily quantified as students are given the
freedom to write their answer to a question, such as an essay test. Thus, the answer to this type of test is
divergent
• Individual Test- it is a test administrated to one student at a time.
• Group Test- it is one administrated to a group of students.
• Unstandardized Test- it is one prepared by teachers for use in the classroom, with no established
norms for scoring and interpretation of results.
• Standardized Test- it is a test prepared by an expert or specialist. This type of test samples behavior
under uniform procedures.

TESTING
Refers to
1. Administration
2. Scoring
3. Interpretation of the procedures

OBJECTIVE 3

WHAT IS MEASUREMENT
• Process of quantifying or assigning number to the individual’s intelligence, personality, attitudes and
values and achievement of the students.
• is an act or process that involves the assignment of numerical values to whatever is being tested. So
it involves the quantity of something
Eg.
Teacher gives scores to the students such as Janelle got 23 out of 25 items in Mathematics Test; Jam got
95% in her English Oral Examinations; Justine’s score 88% in his Laboratory Test in Biology.
ACTIVITY 3
• Give another example of Measurement used by the teachers?

OBJECTIVE 4

• Evaluation is concerned with a whole range of issues in and beyond education; lessons, programs,
and skills can be evaluated. It produce a global view of achievements usually based on many different
types of information such as observation of lessons, test scores, assessment reports, course documents
or interviews with students and teachers.
• The process of making overall judgement about one’s work or a whole school work (Cameron)
• Evaluation is a process of determining to what extend the educational objectives are being realized ---
Ralph Taylor
TYPES OF EVALUATION
• Process Evaluation - It refers to evaluation taking place during the program or learning activity. It is
conducted while the event to be evaluated is occurring & focuses on identifying the progress towards
purposes, objectives, or outcomes to improve the activities, courses, curriculum, program or teaching
and student.
It is also known as formative evaluation
• Product Evaluation - Product evaluations examines the effects of outcomes of some object. It
conducted at the end of course. It is also known as summative evaluation. It evaluates the progress
towards an established outcomes.
ACTIVITY 4
Differentiate and state the similarity of the Process Evaluation from Product Evaluation. Please answer
with clarity and substance.
END
Lesson Proper for Week 4
Dr. Mary Jane Guan

¡ Differentiate Program Objective from Learning Outcome;

¡ Understand the shift of focus of CHED from program objective to learning outcome; and
¡ Explain further the concept of Learning Outcome.
GENERAL EDUCATION PROGRAM OBJECTIVES

– Statement of educational outcome that apply to specific educational program; formulated on

the annual basis; developed by program coordinators, principals, and other school
administrators.
STUDENT LEARNING OUTCOME – A detailed
description of what student must be able to do at the conclusion of a course. When writing

outcomes, it is helpful to use verbs that are measurable.

Differentiate the two concepts: Learning outcome from Program Objective.
¡ The shift of focus of education from the content to student learning outcomes has changed
teachers’ instructional perspectives. In the past, teachers were often heard about their concern
to finish their subject matter before the end of the term. Therefore, teachers were more
content-centered than outcome centered.
¡ Memorandum Order #20, S.2014
CHED required the following program outcomes for all higher education institutions the
ability to:
1. Articulate and discuss the latest developments in the specific field of practice;
2. Effectively communicate orally and in writing using both Filipino and English
3. Work Effectively and independently in multidisciplinary and multi cultural teams
4. Act in recognition of professional, social and ethical responsibility
Some program outcomes are based on Higher Education Institution because this determined
the focus and purpose of HEI

¡ Articulate the rootedness of education in philosophical, socio-cultural historical, and

political contexts.
¡ Demonstrate the mastery of subject matter/discipline
¡ Facilitate learning using a wide range of teaching methodologies and deliver modes
appropriate to specific learners and their environments
¡ Develop innovative curricula, instructional plans, teaching approaches and resources for
diverse learners

¡ Apply skills in the development and utilization of ICT to promote quality, relevant and
sustainable educational practices.
Why do you think it is important to focus now on learning outcome rather than program
objective in this time of Pandemic?
Learning outcomes should be specific and well defined. When developing a list of student
learning outcomes, it is important that statements be specific and well defined. Outcomes
should explain in clear and concise terms the specific skills students should be able to
demonstrate, produce, and know as a result of the program’s curriculum. They should also
exclude the greatest number of possible alternatives so that they can be measured. For
example, the learning outcome “Students completing the BS in Chemistry should be well
practiced in the relevant skills of the field” is too vague. In this example, we do not know
what the relevant skills of the field of chemistry include. This will create problems in
measuring the behavior of interest and drawing valid conclusions about the program’s
success.
¡ Learning outcomes should be realistic. It is important to make sure that outcomes are
attainable. Outcomes need to be reviewed in light of students’ ability, developmental levels,
their initial skill sets, and the time available to attain these skill sets ( i. e, 4 years). They
should also be in line with what is being taught.
Learning outcomes should rely on active verbs in the future tense. It is important that
outcomes be stated in the future tense in terms of what students should be able to do as a
result of instruction. For example, the learning outcome “Students have demonstrated
proficiency in…” is stated in terms of students’ actual performance instead of what they will
be able to accomplish upon completion of the program. Learning outcomes should also be
active and observable so that they can be measured. For example, outcomes like “Students
will develop an appreciation of, and will be exposed to…” are latent terms that will be
difficult to quantify. What does it mean to have an appreciation for something, or to be
exposed to something?
¡ Learning outcomes should align with the program’s curriculum. The outcomes
developed in your plan need to be consistent with the curriculum goals of the program in
which they are taught. This is critical in the interpretation of your assessment results in terms
of where changes in instruction should be made. Using curriculum mapping is one way to
ensure that learning outcomes align with the curriculum. A curriculum map is a matrix in
which learning outcomes are plotted against specific program courses. Learning outcomes are
listed in the rows and courses in the columns. This matrix will help clarify the relationship
between what you are assessing at the program level and what you are teaching in your
courses.
Learning outcomes should focus on learning products and not the learning
process. Learning outcomes should be stated in terms of expected student performance and
not on what faculty intend to do during instruction. The focus should be on the students and
what they should be able to demonstrate or produce upon completion of the program. For
example, the learning outcome “Introduces mathematical applications” is not appropriate
because its focus is on instruction (the process) and not on the results of instruction (the
product).

Languages and Literature:

¡ Students will be able to apply critical terms and methodology in completing a literary
analysis following the conventions of standard written English.
¡ Students will be able to locate, apply and cite effective secondary materials in their own
texts.
¡ Students will be able to analyze and interpret texts within the contexts they are written.

Give example of 5 specific learning outcomes.

Lesson Proper for Week 5

Bloom’s Taxonomy
Dr. Mary Jane B. Guan

INTRODUCTION: TAXONOMY
Ò This topic focuses on the taxonomy of educational objectives. This topic is useful guide for developing a
comprehensive list of instructional objectives. A taxonomy is primarily useful in identifying the types of learning
outcomes that should be considered when developing a comprehensive list of objectives for classroom
instruction.

Taxonomy?
Taxonomy simply means “classification”.
•Taxonomy of educational objectives is basically a classification scheme.
•Taxonomy is of extremely useful guide to develop a comprehensive list of instructional objectives, in education
on teaching, learning and evaluation, is called Taxonomy of educational objectives.
•Information is organized from basic factual recall to higher order thinking
BENJAMIN BLOOM

Benjamin S. Bloom , well known psychological and educator, took the initiative to lead in formulating and
classifying the goals and objectives of the educational processes. In 1956, Benjamin Bloom formulated a
classification of "the goals of the educational process”
ACTIVITIES

THREE DOMAINS OF EDUCATIONAL

Cognitive Domain: Deals with knowledge, Reasoning and the understanding of intellectual aabilities

Affective Domain: (the way people react emotionally, Concerned with the values, attitudes and feelings
that result from the learning process.
Psychomotor Domain: (ability to physically manipulate a tool or instrument) Involves manipulative or
physical skills
ACTIVITY 1
Ò Define Blooms of Taxonomy and give the contribution/s of Benjamin Bloom in this topic?

Revised bloom’s
.Taxonomy
Dr. Mary Jane B. Guan
Original Bloom’s Taxonomy

Lorin Anderson, a former student of Bloom together with Krathwolh, revised the Bloom’s Taxonomy of cognitive
domain in the mid 90 in order to fit the more outcome-focused modern education objectives. Bloom’s Taxonomy
was revised to make it more relevant for 21st century students and teachers There are two major changes :
1. The name in the six categories from noun to active verb , and
2. The arrangement of the order of the last two highest level.
COGNITIVE DOMAIN
•Original Revision of Taxonomy
Taxonomy
•KNOWLEDGE REMEMBER (I Know)
COMPREHENSION UNDERSTAND (I Comprehend)
APPLICATION APPLY (I Can Use It) ANALYZE (I Can Be Logical) EVALUATE
(I Can Judge) CREATE (I Can Plan)
ANALYSIS
SYNTHESIS
EVALUATION

Bloom’s Taxonomy

Creating construct, create, design, defend, judge, value comp

criticize interpret, illustrate, solve describe, discuss,
(Evaluate)
duplicate, list
Evaluating
(Synthesis)
Analyzing
(Analyze)
Applying
(Application)
Understanding
(Comprehension) Remembering
(Knowledge)

Remembering
The learner is able to recall, restate and remember learned information.
– Recognizing
– Listing
– Describing
– Identifying
– Retrieving
– Naming
– Locating
– Finding

Can you recall information?

Remembering: Potential Activities and Products
• Make a story map showing the main events of the story.
• Make a time line of your typical day.
• Make a concept map of the topic.
• Write a list of keywords you know about….
• Make a chart showing…
• Recite a poem.
Understanding
The learner grasps the meaning of information by interpreting and translating what has been learned. –
Interpreting
– Exemplifying
– Summarizing
– Inferring
– Paraphrasing
– Classifying
– Comparing – Explaining
Can you explain ideas or concepts?

Understanding
Potential Activities and Products
•Write in your own words…
•Report to the class…
•Illustrate what you think the main idea may have been.
•Make a cartoon strip showing the sequence of events in the story.
•Write and perform a play based on the story.
•Write a brief outline to explain the chapter to someone else •Explain why the character solved the problem in this
particular way
•Write a summary report of the event.
•Prepare a flow chart to illustrate the sequence of events.
•Paraphrase this chapter in the book.
•Retell in your own words.
•Outline the main points.

Applying
The learner makes use of information in a context different from the one in which it was learned.
– Implementing
– Carrying out
– Using
– Executing
Can you use the information in another familiar situation?
Applying:
Potential Activities and Products
• Construct a model to demonstrate how it looks or works
• Practice a play and perform it for the class
• Make a diorama to illustrate an event
• Write a diary entry
• Make a scrapbook about the area of study.
• Prepare invitations for a character’s birthday party • Make a topographic map
• Take and display a collection of photographs on a particular topic.
• Make up a puzzle or a game about the topic.
• Write an explanation about this topic for others.
• Dress a doll in national costume.
• Make a clay model…
• Paint a mural using the same materials.

Analyzing
The learner breaks learned information into its parts to best understand that information.
– Comparing
– Organizing
– Deconstructing
– Attributing
– Outlining
– Finding
– Structuring
– Integrating
Can you break information into parts to explore understandings and

relationships?

Analyzing:
Potential Activities and Products
• Survey classmates to find out what they think about a particular topic. Analyze the results.
• Make a flow chart to show the critical stages. Classify the actions of the characters in the book Const
• ruct a graph to illustrate selected information. Make a family tree showing relationships.
• Devise a roleplay about the study area. Write a biography of a person studied. Prepare a report about the
area of study.
• Conduct an investigation to produce information to support a view. Review a work of art in terms of form,
color and texture.
• Draw a graph
• Complete a Decision Making Matrix to help you decide which breakfast cereal to purchase

Evaluating
The learner makes decisions based on in-depth reflection, criticism and assessment.
– Checking
– Hypothesizing
– Critiquing
– Experimenting
– Judging
– Testing
– Detecting
– Monitoring
Can you justify a decision or course of action?
Evaluating: Potential Activities and
Products
• Write a letter to the editor
• Prepare and conduct a debate
• Prepare a list of criteria to judge…
• Write a persuasive speech arguing for/against…
• Make a booklet about five rules you see as important. Convince others.
• Form a panel to discuss viewpoints on….
• Write a letter to. ..advising on changes needed.
• Write a report on…
• Prepare a case to present your view about...
Evaluate the character’s actions in the story

Creating
The learner creates new ideas and information

using what has been previously learned.

– Designing
– Constructing
– Planning
– Producing
– Inventing
– Devising
– Making
Can you generate new products, ideas, or ways of viewing things?
Creating:
Potential Activities and Products
• Invent a machine to do a specific task.
• Design a robot to do your homework.
• Create a new product. Give it a name and plan a marketing campaign.
• Write about your feelings in relation to...
• Write a TV show play, puppet show, role play, song or pantomime about..
• Design a new monetary system
• Develop a menu for a new restaurant using a variety of healthy foods
• Design a record, book or magazine cover for...
• Sell an idea
• Devise a way to...
• Make up a new language and use it in an example
• Write a jingle to advertise a new product.

Bloom’s Taxonomy

Creating: Can the student create new product or point of view?

Evaluating: Can the student justify a stand or decision?
Analyzing: Can the student distinguish between the different parts?
Applying: Can the student use the information in a new way?
Understanding: Can the student explain ideas or concepts?
Remembering: Can the student recall or remember the information? assemble, construct, create, design,
develop, formulate, write appraise, argue, defend, judge, select, support, value, evaluate
appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test
choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write classify,
describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase define, duplicate, list,
memorize, recall, repeat, reproduce state

Sample Unit : Travel

Remembering How many ways can you travel from one place to another? List a
know. Describe one of the vehicles from your list, draw a diagram
Collect
“transport” pictures from magazines-- make a poster with info.
Understanding How do you get from school to home? Explain the method of trav
play about a form of modern transport. Explain how you felt the f
Applying
Make your desk into a form of transport.
Explain why some vehicles are large and others small. Write a sto
Survey 10 other children to see what bikes they ride. Display on a
Analyzing Make a jigsaw puzzle of children using bikes safely. What problem
forms of transport and their uses- write a report. Use a Venn Dia
planes, or helicopters to bicycles.
Evaluating What changes would you recommend to road rules to prevent traf
whether we should be able to buy fuel at a cheaper rate. Rate tran
Creating
Invent a vehicle. Draw or construct it after careful planning. Wha
there be in twenty years time? Discuss, write about it and report t
about traveling in different forms of transport.

Thank you!

OBJECTIVES OF CURRICULUM
TAXONOMY OF EDUCATIONAL
OBJECTIVES
• COGNITIVE DOMAIN
• DR. MARY JANE GUAN
THE COGNITIVE DOMAIN
• Cognition refers to conscious mental activities, and include thinking, reasoning,
• understanding, learning, and remembering. The taxonomy contains six levels, with sublevels
identified for each.
COGNITIVE DOMAIN
• Involves knowledge and the development of intellectual attitudes and skills Bloom identified six
levels within the cognitive domain, from the simple recall or recognition of facts, as the lowest level,
through increasingly more complex and abstract mental levels, to the highest order which is classified as
evaluation.
(Subdivisions ranging from the simplest behaviour to the most complex)
• A hierarchy of educational objectives
• Bloom found that over 95 % of the test questions students encounter require them to think only at the
lowest possible level...the recall of information

THE COGNITIVE DOMAIN

A reminder for remembering the six levels:

Killing Knowledge
Cats Comprehension
Almost Application
Always Analysis
Seems Synthesis
Evil Evaluation
THE COGNITIVE DOMAIN
A reminder for remembering the six levels:

Killing Knowledge
Cats Comprehension
Almost Application
Always Analysis
Seems Synthesis
Evil Evaluation
• Remembering of previously learned material
Examples of learning objectives:
• -know common terms
• -know specific facts
• -know methods and procedures
• -know basic concepts
• -know principles
• What?, list, name, define, describe
THE COGNITIVE DOMAIN
Write
Knowledge List
Label
Name
State Define
THE COGNITIVE DOMAIN
The student will define the 6
Knowledge levels of Bloom's taxonomy of the cognitive domain.
THE COGNITIVE DOMAIN
Student translates,
Comprehension
comprehends, or interprets
information based on prior learning.
COMPREHENSION
•The ability to understand the meaning of material: Explain, interpret,
summarize, give examples, predict, translate
Examples of learning objectives:
•-understand facts and principles
•-interpret verbal materials
•-interpret charts and graphs
•-translate verbal material to mathematical formulae justify methods and procedures
THE COGNITIVE DOMAIN
Explain
Summarize
Comprehension Paraphrase
Describe
Illustrate
THE COGNITIVE DOMAIN
Comprehension
• The student will explain the purpose of Bloom's taxonomy of the cognitive domain.

THE COGNITIVE DOMAIN

Student selects, transfers,
Application and uses data and principles to complete a problem or task with a minimum of direction.
APPLICATION
• The ability to use learned material in new and concrete situations.
• Using rules, laws, methods in a new situation
• selecting a concept or skill and using it to solve a problem: Compute, solve, apply, modify, construct
Examples of learning objectives:
• -apply concepts and principles to new situations apply laws and theories to practical situations
solve mathematical problems
• construct graphs and charts
• demonstrate the correct usage of a method or procedure write one objective for each level of
Bloom’s Taxonomy
THE COGNITIVE DOMAIN

Use Compute
Application Solve
Demonstrate
Apply

Construct
THE COGNITIVE DOMAIN
Application
• The student will write an instructional objective for each level of Bloom's taxonomy.

THE COGNITIVE DOMAIN

• Student distinguishes, classifies, and relates the
Analysis assumptions, hypotheses, evidence, or structure of a statement or question.

ANALYSIS
•The ability to break down material into its component parts and explaining the hierarchical relations.
How does … apply?, Why does … work?, How does … relate to … ?
Examples of learning objectives:
• - recognize unstated assumptions distinguish between facts and inferences
• evaluate the relevancy of data
• analyze the organizational structure of a work
• Categorize a list of objectives into the proper level of Bloom’s Taxonomy.
THE COGNITIVE DOMAIN
Analyze
Categorize
 Analysis Compare
Contrast
Separate
THE COGNITIVE DOMAIN

The student will compare

Analysis and contrast the cognitive and affective domains.
THE COGNITIVE DOMAIN
Student originates,
Synthesis integrates, and combines ideas into a product, plan or proposal that is new to him or her.
SYSTHESIS
• The ability to put parts together to form a new whole.
• Bring together more than one piece of information, idea, or set of skills and arrange them into a
creative new whole.)
• Producing something original after having broken the material down into its component parts.
•◦Design a new and better classification system of the cognitive domain.
•◦propose a hypothesis and design an experiment to test it.
•◦devise a plan to solve the problem of water pollu
Examples of learning objectives: Write a well organized theme Give a well organize speech Write a
creative short story Propose a plan for an experiment
• Integrate learning from different areas into a plan for solving a problem
• How do the data support …?
• How would you design an experiment that investigates …
• What predictions can you make based upon the data?
THE COGNITIVE DOMAIN
Create
Design
Synthesis Hypothesize
Invent
Develop
THE COGNITIVE DOMAIN
The student will design a classification scheme for writing
Synthesis educational objectives that
combines the cognitive, affective, and psychomotor domains.
THE COGNITIVE DOMAIN
Evaluation • Student appraises, assesses, or critiques on a basis of specific standards and criteria.

EVALUATION
•The ability to judge the value of material for a given purpose based on definite criteria.
•making a judgment based upon a pre-established set of criteria.
•What judgments can you make about …? Compare and contrast … criteria for … ?
•Examples of learning objectives:
1.judge the logical consistency of written material
2.choose the Prime Minister you believe to be the most effective and state why.
3.take a position on the capital punishment issue; support you position.
4.Should all teachers be required to know and understand Bloom’s Taxonomy? Support your answer
THE COGNITIVE DOMAIN
Judge
Evaluation Recommend
Critique
Justify
THE COGNITIVE DOMAIN
Evaluation • The student will judge the effectiveness of writing objectives using Bloom's taxonomy.

THE COGNITIVE
DOMAIN
CREATIVE THINKING CRITICAL
THINKING
Synthesis
Evaluation
Analysis
Application
Comprehension
Knowledge
ACTIVITY
• Write 5 specific cognitive outcomes.

THANK YOU!!!
AFFECTIVE DOMAIN
Dr. Mary Jane Guan

AFFECTIVE DOMAIN OBJECTIVES

The Affective Domain includes those objectives, which describe some feeling or emotion. It also
•

includes those, which deal with interests, attitudes,

•appreciations, motivations, attitudes and values. Affective domain is divided into five major classes
arranged in a hierarchical order arranged a long a continuum of internalization lowest to highest.
Describes our feeling, likes, and dislikes, our experiences, as well as the resulting behaviors (reactions)
AFFECTIVE
DOMAIN
•
Introduction
•
The affective domain (from the Latin affectus, meaning "feelings") includes a host of constructs,
such as attitudes, values, beliefs, opinions, interests, and motivation.
DAVID KRATHWOHL (1972)
PROPOSED A FIVE LEVEL TAXONOMY OF OBJECTIVES:
– Receiving
– Responding
– Valuing
– Organizing
– Characterizing by value
RESPONDING
• Responding. The student activelyparticipates.
• Sample objectives: completes homework,
participates in class discussion, shows interest in subject, enjoys helping others, follows safety
policies, etc.
• –The student is sufficiently motivated tobe actively attentive.
–the student becomes committed tothe lesson or subject.
–Learning outcomes involve obedience or compliance or willingness.
 CHARACTERIZING
• Incorporated ideas completely into practice, recognize by the use of them. The learners are
willing to change one’s behavior, lifestyle, or way of life.
Implies a pervasive, consistent and
predictable behavior. Example is how
he/she
– Instructional objectives cooperates in are concerned with groups. the student’s general
patterns of adjustment
(personal, social, emotional)

ATTITUDE
• Attitude is commonly defined as a predisposition to respond positively or negatively toward
things, people, places, events, and ideas.
• Attitude has been defined in many ways and has often been used interchangeably with such
terms as interest,
VALUE
• student sees worth or value in theactivity.
• The student is motivated not by the teacher to comply but by his underlying valueguiding the
behavior.
• Objectives: demonstrates belief in democratic processes, appreciates the role of science in
daily life, shows concern for others' welfare, demonstrates a problem-solving approach,etc.
 MOTIVATION IS AN
INTERNAL STATE THAT
AROUSES, DIRECTS, AND SUSTAINS BEHAVIOR.
Attitudes influence motivation, which in turn influences learning and ultimately behavior.

THE AFFECTIVE
DOMAIN
Organization• Integrating a new value into one's
general set of values, giving it some ranking among one's general priorities.
Characterization by Acting consistently with the new Value value; person is known by the value.
BEING AWARE OF OR

Receiving ATTENDING TO SOMETHING IN THE ENVIRONMENT

Responding Showing some new behaviors as a result of experience
Valuing Showing some definite
involvement or commitment

AFFECTIVE DOMAIN – OTHER

 • Accept ambiguity and uncertainty EXAMPLES
• Participate effectively within team process
• Complete fair share of work
• Lead team effectively
• Participate effectively in online discussions
http://www.nwlink.com/~Donclark/hrd/bloom.html

AFFECTIVE OBJECTIVE EMPHASIZES FEELINGS, EMOTIONS AND THE DEGREE OF

ACCEPTANCE OR REJECTION OF GIVEN PHENOMENON.

•What is
These objectives occupy limited space in the more the traditional sets of curricular objectives, but
their
importance is now becoming more widely recognized.
relevance then we are encouraging students to not just receive information at the bottom of the
affective of the hierarchy.
affective We'd
like for them to respond to what they learn, to value it, to organize it and maybe even to
domain in characterize themselves as science students, science majors or scientists.
education? We are also interested in students' attitudes toward science, scientists, learning
science and
specific science topics..

AWARENESS AND SENSE OF WORTH

2)help children express their emotions to others and to assert themselves appropriately
3)use literature to expose children to characters who respond to emotions in a variety of ways and
discuss these
4) provide empathy for children’s fears and concerns
5)examine your own emotional reactions and be a model to your children about how to problem solve
when you are under pressure
6) help children develop a greater self-understanding
7)plan activities where children can explore their physical and social qualities
8) document children’s progress
9)when helping children modify their behavior, be patient, firm and objective
10)promote children’s ability to meet age-appropriate expectations for self-discipline

ü It discreet physical functions, reflex actions and interpretative movements.

ü These types of objectives are concerned with the physically encoding of information, with movement
and/or with activities where the gross and fine muscles are used for expressing or interpreting
informatin or concepts.
ü Refers to natural, autonomic responses or reflexes.

v Are concerned with how a student controls or moves his body.

v Emphasize some muscular or motor skill such as use of precision instruments or tools or athletic
performance.
v Include examples of like typing 25 words per minute, printing letters correctly, painting a picture, or
dribbling a basketball.
Perception
ü The ability to use sensory cues to guide motor activity. This ranges from sensory stimulation, through
cue selection, to translation.

Examples : Color Listen

Describe Look
Find Measure

Set
ü Readiness to act. It includes mental, physical, and emotional sets. These three sets are dispositions
that predetermine a person's response to different situations
(sometimes called mindsets)
Examples:
Assemble
Demonstrate Imitate
Construct
Execute Manipulate
 Copy
Handle Perform

Guided Response
ü The early stages in learning a complex skill that includes imitation and trial and error. Adequacy of
performance is achieved by practicing.
Examples:

Assemble Experiment Measure

Connect Handle Relate
Convert Manipulate Use

Mechanism
ü This is the intermediate stage in learning a complex skill. Learned responses have become habitual
and the movements can be performed with some confidence and proficiency.
Examples:

Devise Manipulate Spell out

Execute Operate Use

Install Perform

Complex Overt Response

ü The skillful performance of motor acts that involve complex movement patterns. Proficiency is
indicated by a quick, accurate, and highly coordinated performance, requiring a minimum of energy.
ü This category includes performing without hesitation, and automatic performance. For example,
players are often utter sounds of satisfaction or expletives as soon as they hit a tennis ball or throw a
football, because they can tell by the feel of the act what the result will produce.
Examples: Assemble Convert Measure

Conduct Label Use

Connect Match

Adaptation
ü Skills are well developed and the individual can modify movement patterns to fit special requirement.
Examples:
Alter Move Shift
Change Refine Shove
Modify Revise Sift

Origination
ü Creating new movement patterns to fit a particular situation or specific problem. Learning outcomes
emphasize creativity based upon highly developed skills.
Create Recite and count
Remember and apply
Examples:
 Discard and substitute Recalland use
Repair and use Recycle and use Select and discard Recapitulate

Lesson Proper for Week 7

Assessment of Learning Outcome
Objectives
Able to identify
1. Know the purpose of instructional goals and objectives;
2. Define the terms goals, objectives, General Educational Program Objectives, and
Instructional Objectives; and
3. Differentiate Observarble Learning Outcomes from Non observable learning outcomes.
Instructional goals and objectives play a very important role I both instructional process and
assessment process. This serves as a guide both for teaching and learning process,
communicate the purpose of instruction to other stakeholders, and to provide guidelines for
assessing the performance of the students.
Assessing the learning outcomes of the students is one of the very critical functions of
teachers. A teachers should classify the objectives of the lesson because it is very important
for the selection of the teaching method and the selection of the instructional materials.
The instructional materials should be appropriate for the lesson so that the teachers can
motivate the students properly. The objectives can be classified according to the learning
outcomes of the lesson that will be discussed.
It provides direction for the instructional process by clarifying the intended learning
outcomes.
Purposes of Instructional Goals and Objectives
It conveys instructional intent to other stakeholders such as students, parents, school officials,
and the public
It provides basis for assessing the performance of the students by describing the performance
to be measured.
Goals and Objectives
Goals and objectives are very important, most especially when you want to achieve something
for the students in any classroom activities.
Goals can never be accomplished without objectives and you cannot get the objectives that
you want without goals.
This means that goals and objectives are both tools that you need in order that you can
accomplish what you want to achieve.
 GOALS OBJECTIVES
BROAD NARROW
GENERAL INTENTION PRECISE
INTANGIBLE TANGIBLE
ABSTRACT CONCRETE
CANNOT BE VALIDATED CAN BE VALIDATED
LONG TERM SHORT TERM
HARD TO QUANTIFY OR PUT IN A MUST BE GIVEN A TIMELINETO
TIMELINE ACCOMPLISH
Goal, General Educational Program Objectives, and Instructional Objectives
Goals. - A broad statement of very general educational outcomes that do not include specific
level of performance. It tend to change infrequently and in response to the societal pressure
Example : learn problem solving skills; develop high level thinking skills, appreciate the
beauty of an art; be creative;
General Education Program Objectives – statement of educational outcomes that apply to
specific educational programs
¡ Formulated on an annual basis
¡ Developed by program coordinators and other officers
¡ Instructional Objectives - Specific statement of the learners behavior or outcomes that are
expected to be exhibited by the students after completing a unit of instruction.
E,g
At the end of the lesson, the student should be able to to add fractions with 100% accuracy
The student should be able to dissect the frog following the correct procedures
Typical Problems Encountered When Writing Objectives
Lesson Proper for Week 8
DEVELOPMENT OF VARIED ASSESSMENT TOOLS
INTRODUCTION
• In the previous week, we have discussed the process of developing instructional objectives.
As discussed, the instructional objectives must be specific, measurable and observable.
Teachers must developed test items that should match with the instructional objectives
appropriately and accurately. In this section, we will discuss the general principle of testing,
the different qualities of assessment tools, etc.
OBJECTIVES
At the end of this topic, you will be able to; 1. Know the general principles of testing and high
quality assessment; 2. Identify the different qualities of assessment tools; and 3. Identify the
different steps in developing assessment tools.
GENERAL PRINCIPLES OF TESTING
• Ebel and Frisbie (1999) as cited by Garcia (2008) listed five basic principles that should
guide teachers in assessing the learning progress of the students and in developing their own
assessment tools. These principles are discussed below.
• Measure all instructional objectives. When a teacher constructs test items to measure the
learning progress of the students, they should match all the learning objectives posed during
instruction. That is why the first step in constructing a test is for the teacher to go back to the
instructional objectives.
• Cover all the learning tasks. The teacher should construct a test that contains a wide range of
sampling of items. In this case, the teacher can determine the educational outcomes or
abilities that the resulting scores are representatives of the total performance in the areas
measured.
• Use appropriate test items. The test items Constructed must be appropriate to measure
learning outcomes.
• Make test valid and reliable. The teacher must construct a test that is valid so that it can
measure what it is supposed to measure from the students. The test is reliable when the scores
of the students remain the same or consistent when the teacher gives the same test for the
second time.
• Use test to improve learning. The test scores should be utilized by the teacher properly to
improve learning by discussing the skills or competencies on the items that have not been
learned or mastered by the learners.
COMMON OBSERVATION OF STUDENTS ON THE TEST QUESTIONNAIRES
• Not discussed
• Not relevant
• Too lengthy questions and/or choices
• Not good construction of sentence
5 BASIC PRINCIPLES THAT GUIDE TEACHERS IN ASSESSING THE LEARNING
PROGRESS OF THE STUDENTS
• Measure all instructional objectives
• Cover all the learning tasks
• Use appropriate test items
• Make test valid and reliable
• Use test to improve learning
PRINCIPLES OF HIGH QUALITY ASSESSMENT
Assessing the performance of every student is a very critical task for classroom teacher. It is
very important that a classroom teacher should prepare the assessment tool appropriately.
Teacher-made tests are developed by a classroom teacher to assess the learning progress of
the students within the classroom. It has weaknesses and strengths. The strengths of a teacher-
made test lie on its applicability and relevance in the setting where they are utilized. Its
weaknesses are the limited time and resources for the teacher to utilize the test and also some
of the technicalities involved in the development of the assessment tools.
• Test constructors believed that every assessment tool should possess good qualities. Most
literatures consider the most common technical concepts in assessment are the validity and
reliability. For any type of assessment, whether traditional or authentic, it should be carefully
developed so that it may serve whatever purpose it is intended for and the test results must be
consistent with the type of assessment that will be utilized.
CLARITY OF THE LEARNING TARGET
When a teacher plans for his classroom instruction, the learning target should be clearly stated
and must be focused on student learning objectives rather than teacher activity. The learning
outcomes must be Specific, Measurable, Attainable, Realistic and Time-bound (SMART).
The performance task of the students should also be clearly presented so that they can
accurately demonstrate what they are supposed to do and how the final product should be
done. The teacher should also discuss clearly with the students the evaluation procedures, the
criteria to be used and the skills to be assessed in the task.
APPROPRIATENESS OF ASSESSMENT TOOLS
• It should always match the instructional objectives or learning outcomes of the subjects
posed during the delivery of the instructions.
• Teachers should be skilled in choosing the assessment methods.
DIFFERENT QUALITIES OF ASSESSMENT TOOLS
• Validity
• Reliability
• Fairness
• Objectivity
• Scorability
• Adequacy
• Administrability
• Practicality and Efficiency
DIFFERENT QUALITIES OF ASSESSMENT TOOLS
1. VALIDITY
• Refers to the appropriateness of score-based inferences
• Representativeness and relevance of the assessment result to the measurement of a specific
achievement domain
• refers to the appropriateness of score-based inferences; or decisions made based on the
students' test results. The extent to which a test measures what it is supposed to measure.
EVIDENCE OF VALIDITY
• Content related evidence – how adequately does the sample assessment task represent the
domain task to be measured
• Criterion related evidence – how accurately does performance on the assessment predict
future performance or estimate present performance
• Construct related evidence - How well can performance on the assessment be explained in
terms of psychological characteristics?
2. RELIABILITY
• Consistency of assessment results from one measurement to another • refers to the
consistency of measurement; that is, how consistent test results or other assessment results
from one measurement to another. We can say that a test is reliable when it can be used to
predict practically the same scores when test administered twice to the same group of students
and with a reliability index of 0.61 above.
METHODS OF ESTABLISHING RELIABILITY
• Test-retest method – administering same twice to a group with a time interval in between •
Equivalent forms method – administering two equivalent forms of the test in close succession
3. Fairness
• means the test item should not have any biases. It should not be offensive to any examinee
subgroup. A test can only be good if it is fair to all the examinees.
4. Objectivity
• refers to the agreement of two or more raters or test administrators concerning the score of a
student. If the two raters who assess the same student on the same test cannot agree on the
score, the test lacks objectivity and neither of the score from the judges is valid. Lack of
objectivity reduces test validity in the same way that the lack or reliability influence validity.
• Scorability means that the test should be easy to score, direction for scoring should be
clearly stated in the instruction. Provide the students an answer sheet and the answer key for
the one who will check the test.
• Adequacy means that the test should contain a wide range of sampling of items to determine
the educational outcomes or abilities so that the resulting scores are representatives of the
total performance in the areas measured.
• Administrability means that the test should be administered uniformly to all students so that
the scores obtained will not vary due to factors other than differences of the students'
knowledge and skills. There should be a clear provision for instruction for the students,
proctors and even the one who will check the test or the test scorer.
• Practicality and Efficiency refers to the teacher's familiarity with the methods used, time
required for the assessment, complexity of the administration, ease of scoring, ease of
interpretation of the test results and the materials used must be at the lowest cost.
STEPS IN DEVELOPING ASSESSMENT TOOLS
• Examine the instructional objectives of the topics previously discussed
• Make a table of specifications (TOS)
• Construct the test items
• Assemble the test item
• Check the assembles test items
• Write directions
• Make the answer key
• Analyze and improve the test items
MAKE A TABLE OF SPECIFICATIONS (TOS) OR TEST BLUE PRINTS
TOS
• Tabulation which describes the test items in terms of content (what student should know)
and process (what he should do with that knowledge)
• Way to ensure that the assessment is based from the intended learning outcomes
• For teachers - helps teachers review curriculum content and minimizes chances of
overlooking important concept or including irrelevant concepts
• For students – basis for study and review
PREPARING A TABLE OF SPECIFICATION
• Selecting the learning outcomes to be measured
• Make an outline of the subject matter to be covered in the test – the length of the test will
depend on the areas covered in its contents and the time needed to answer
• Decide on the number of items per subtopic.
• Construct the test items
• Selecting the learning outcomes to be measured. Identify the necessary instructional
objectives needed to answer the test items correctly. The lists of the objectives will include
the learning outcomes in the areas of knowledge, intellectual skills or abilities, general skills,
attitudes, interest, and appreciation. Use Bloom’s Taxonomy or Krathwolh's 2001 revised
taxonomy of cognitive domain as guide.
• Make an outline of the subject matter to be covered in the test. The length of the test will
depend on the areas covered in its content and the time needed to answer.
• Decide on the number of items per subtopic. Use this formula to determine the number of
items to be constructed for each subtopic covered in the test so that the number of item in
each topic should be proportioned to the number of class sessions.
Number of items = number of class sessions x desired total number of items Total number of
class session
• Make the two-way chart as shown 1n the format 2 and format 3 of a Table of Specification.
• Construct the test items. A classroom teacher should always follow the general principle of
constructing test items. The test item should always correspond with the learning outcome so
that it serves whatever purpose it may have. If properly prepared, a table of specifications will
help you limit the coverage of the test and identify the necessary skills or cognitive level
required to answer the test item correctly.
FORMATS OF TOS :
FORMAT 1

• Specific Objectives – Refer to the intended learning outcomes stated as specific instructional
objective covering a particular test topic.
• Cognitive Level – Pertains to the intellectual skill or ability to correctly answer a test item
using Bloom’s Taxonomy of educational objectives
• Type of Test Item – Identifies the type or kind of test a test item belongs to.
• Item Number – Simply identifies the question number as it appears in the test.
• Total Points – Summarize the score given to a particular test.
FORMAT 2 _ONE WAY TOS

Lesson Proper for Week 9

CONTRUCT THE TEST ITEMS AND DIFFERENT FORMAT OF
CLASSROOM ASSESSMENT TOOLS
DR. MARY JANE B. GUAN
OBJECTIVES
1.Know how to construct the Test Items; and
2.Identify the different format of Classroom Assessment Tools;
3.Advantages and disadvantages of Multiple Choice Question
Construct the Test Items
• In this section, we shall discuss the different format of objectives type of test items, the step
in developing objective and subjective test, the advantage and its limitations.
General Guidelines for Constructing Test Items
1. Begin writing items far enough or in advance so that you will have time to revise them.
2. Match item to intended outcomes at appropriate level of difficulty to provide valid measure
of instructional objectives.
3. Be sure each items deals with an important aspect of the content area and not with trivia.
4. Be sure the problem posed is clear and ambiguous.
5. Be sure that the item is independent with all the other items.
6. Be sure the item has one or best answer on which experts would agree.
7. Prevent unintended clues to an answer in the statement or question.
8. Avoid replication of the textbook in writing test items; do not quote directly from the
textual materials.
9. Avoid trick or catch questions in an achievement test.
10. Try to write items that require Higher Order Thinking Skills (HOTS).
Determining the Number of Test Items

Assemble the Test Items Guidelines

A. Group all test items with similar format.
B. Arrange test items from easy to difficult.
C. Space the test items for easy reading.
D. Keep items and option in the same page.
E. Place the illustrations near the description.
F. Check the answer key.
G. Decide where to record the answer.
Write Directions
• Check the test directions for each item format to be sure that it is clear for the students to
understand.
Check the Assembled Test Items
• Before reproducing the test, it is very important to proofread first the test items for
typographical and grammatical errors and make necessary corrections if any.
Make the Answer Key
• Be sure to check your answer key so that the correct answers follow a fairly random
sequence.
Analyze and Improve the Test Items
• Analyze and improve the test items should be done after checking, scoring and recording the
test.
Different Formats of Classroom Assessment Tools
• Type of assessment tool should always be appropriate with the objectives of the lesson.
• There are two general types of test item to use in achievement test using paper and pencil
test. It is classified as selection-type items and supply type items.
Selection type or Objective Test Items
• Selection type items require students to select the correct response from several options.
This is also known as objective test item. Selection type items can be classified as: multiple-
choice; matching type; true or false; or interpretative exercises.
• Objective test item requires only one correct answer in each item.
Kinds of Objective Type Test
A. Multiple-choice Test
– Is used to measure knowledge outcomes and other types of learning outcomes such as
comprehension and applications.
– Multiple choice item consist of three parts: the stem, the keyed option and the incorrect
options or alternatives.
General Guidelines in Constructing Multiple-choice Test
1. Make a test item that is practical or with realworld application to the students.
2. Use diagrams or drawing when asking question about application, analysis or evaluation.
3. When ask to interpret or evaluate about quotations, present actual quotation from secondary
sources like published books or newspapers.
4. Use tables, figures, or charts when asking question to interpret.
5. Use pictures if possible when students are required to apply concepts and principles.
6. List the choices/options vertically not horizontally.
7. Avoid trivial questions.
8. Use only one correct answer or best answer format.
9. Use three to five options to discourage guessing
10. Be sure that distracters are plausible and effective.
11.Increase the similarity of the options to increase the difficulty of the item.
12.Do not use ‘none of the above’ options when asking for best answer.
Guidelines in Constructing the Stem
1. The stem should be written in question form or completion form.
2. Do not live the blank at the beginning or at the middle of the stem when using completion
form of a multiple-choice type of test.
3. The stem should pose the problem completely
4. The stem should be clear and concise.
5. Avoid excessive and meaningless use of words in the stem.
6. State the stem in positive form.
7. Avoid grammatical clues in the correct answer.
Guidelines in Constructing Options
1. There should be one correct answer in each item.
2. List options in vertical order not a horizontal order beneath the stem.
3. Arrange the options in vertical order and use capital letters to indicate each option such as
A, B, C, D, E.
4. No overlapping options; keep it independent.
5. All options must be homogenous in content to increase the difficulty of an item.
6. As much as possible the length of the options must be the same or equal.
7. Avoid using the phrase ‘all of the above’.
8. Avoid using the phrase ‘non of the above’ or ‘I don’t know’.
Guidelines in Constructing the Distracters
1. The distracters should be plausible.
2. The distracters should be equally popular to all examinees.
3. Avoid using ineffective distracters.
4. Each distracters should be chosen by at least 5% of the examinees but not more than the
key answer.
5. Revise distracters that are over attractive to the teachers.
Example of Multiple-choice Items
1. Knowledge Level
- The students are required only to recall.

2. Comprehension Level
- the students are required to describe.

3. Application Level
- the students are asked to apply.
4. Analysis Level
- the students are required to distinguish.

Advantage of Multiple-choice Test

1. Measure learning outcomes from the knowledge to evaluation level.
2. Scoring is highly objective, easy and reliable.
3. Scores are more reliable than subjective type of test.
4. Measures board samples of content within a short span of time.
5. Distracters can provide diagnostic information.
6. Item analysis can reveal the difficulty of an item and can discriminate the good and poor
performing students.
Disadvantage of Multiple-choice Test
1. Time consuming to construct a good item.
2. Difficult to find effective and plausible distracters.
3. Scores can be influence by the reading ability of the examinees.
4. In some cases, there is more than one justifiable correct answer.
5. Ineffective in assessing the problem solving skills of the students.
6. Not applicable when assessing the students’ ability to organize and express ideas.

Lesson Proper for Week 10

DIFFERENT FORMAT OF CLASSROOM ASSESSMENT TOOLS -
continuation
DR. MARY JANE B. GUAN
OBJECTIVES
1.Know the guidelines in constructing Matching Types of Test;
2.Identify the guidelines in constructing True or False Test; and
3.The difference between the two types of Subjective Test: Completion Type or Short Item Test and Essay Test.
SELECTION OR OBJECTIVE TEST ITEMS
Multiple Choice Question Matching Type
True or False
B. Matching Type Test
• Matching Type Test has two column, the column A which contains the description and must be place at the left
side while column B contains options and placed at the right side.
Guidelines in constructing Matching Type of Test
1. The description and options must be short and homogenous.
2. The description must be written at the left side and marked it with Column A and the options must be written at
the right side and marked it with Column B to save time for the examinees.
3. There should be more options than descriptions or indicate in the directions that each option may be used
more than once to decrease the chance of guessing.
4. Matching directions should specify the basis for matching.
5. Avoid too many correct answers.
6. When using names, always include the complete name (first and surname) to avoid ambiguities.
7. Use numbers for the descriptions and letters for the options to avoid confusions to the students that have a
reading problem.
8. Arrange the options into a chronological order or alphabetical order.
9. The descriptions and options must be written in the same page.
10.A minimum of three items and a maximum of seven items for elementary level and a maximum of seventeen
items for secondary and tertiary levels.
Advantage of Matching Type Test
1. It is simpler to construct than a multiple-choice type of test.
2. It reduces the effect of guessing compared to the multiple-choice and true or false type of test.
3. It is appropriate to assess the association between facts.
4. Provides easy, accurate, efficient, objective and reliable test scores.
5. More content can be covered in the given set of test.
C. True or False Type
• A “force-choice test”
• The students are required to choose the answer true or false in recognition to a correct statement or incorrect
statement.
Guidelines in constructing True or False Test
1. Avoid writing a very long statement.
2. Avoid trivial questions.
3. It should contain only one idea in each item except for statement showing the relationship between cause and
effect.
4. It can be used for establishing cause and effect.
5. Avoid using opinion-based statement, it it cannot be avoided the statement should be attributed to somebody.
6. Avoid using negative or double negatives.
7. Avoid specific determiner such as “some”, “always”, “all”, “none” for they tend to appear in the statement that
are false.
8. Avoid specific determiner such as “some” “sometimes,” and “may” that tend to appear in the statement that are
true.
9. The number of true items must be the same with the number of false items.
10.Avoid grammatical clues that lead to a correct answer such as the article (a, an, the).
11.Avoid statement directly taken from the textbook.
12.Avoid arranging the statement in a logical order such as (TTTTT-FFFFF, TFTFTFTF, TTFFTTFFTT)
13.Directions should indicate where or how the students should mark their answer.
Advantage of a True or False Test
1. It covers a lot of content in a short span of time.
2. It is easier to prepared compared to multiple choice and matching type test.
3. It is easier to score because it can be scored objectively compared to a test that depends on the judgement of
the caters.
4. It is useful when there are two alternatives only.
5. The score is more reliable than essay test.
Disadvantages of True or False Test
1. Limited only to low level of thinking skills such as knowledge and comprehension, or recognition or recall
information.
2. High probability of guessing the correct answer (50%) compared to multiple-choice which consist of four
options (25%).
Supply Type or Subjective Type of Test Items
• Require students to create and supply their own answer or perform a certain task to show mastery of knowledge
or skills.
• Also known as constructed response test.
Constructed response test are classified as:
A. Short answer or completion type
B. Essay type items (restricted or extended response)
Supply Types of Subjective Test Items
• Requires the student to organize and present an original answer (essay test) and perform task to show mastery
of learning (performance-base assessment and portfolio assessment) or supply a word or phrase to answer a
certain question (complition or short item type of test).
Essay test
• Is a form of subjective type of test.
• Measures complex cognitive skills or process.
Kinds of Subjective Type Test Item
A. Completion Type or Short Answers Test
- Is an alternative form of assessment because the examinee needs to supply or create appropriate words,
symbols or numbers to answer a question or complete a statement.
Two Ways of Constructing Completion Type or Short Answer Type Test
• Question form; and
• Complete the statement form
Guidelines in Constructing Completion Type or Short Answer Type Test
1. The item should require a single word answer.
2. Be sure that the language used in the statement is precise and accurate in relation to the subject matter being
tested.
3. Be sure to omit only key words.
4. Do not leave the blank at the beginning or within the statement.
5. Use direct question rather than incomplete statement.
6. Be sure to indicate the units in which the statement requires numerical answers.
7. Be sure the answer of the student is required to produce is factually correct.
Essay Item
• Ability to organize and present their original ideas. “Type of Essay Items”
• Extended response essay • Restricted response essay
Restricted Response Essay Questions
• Restricted response usually limits both the content and the response by restricting the scope of the topic to be
discussed. Useful for measuring learning outcomes requiring interpretation and application of data in a specific
area.
Example of Restricted Response
• Describe two situations that demonstrate the application of the law of supply and demand. Do not use those
examples discussed in class.
• State the main differences between the Vietnam War and previous wars in which the United States has
participated.
Extended Response Essay Questions
• Extended response question allows student to select information that they think is pertinent, to organize the
answer in accordance with their best judgment, and to integrate and evaluate ideas as they think suitable. They
do not set limits on the length or exact content to be discussed.
Examples of Extended Response Essay Questions
• Compare developments in international relations in the administrations of President William Clinton and
President George W. Bush. Cite examples when possible.
• Imagine that you and a friend found a magic wand. Write a story about an adventure that you and your friend
had with the magic wand.
Types of complex outcomes and related terms for writing essay questions
Guideline in constructing essay test items
1. Construct essay question used to measure complex learning outcomes only.
2. Relate directly to the learning outcomes to be measured.
3. Formulate essay questions that present a clear task to be performed.
4. An item should be stated precisely.
5. All students should be required to answer the same question.
6. Number of points and time spend in answering the question must be indicated in each item.
7. Specify the number of words, paragraphs or the number of sentence for the answer.
8. The scoring system must be discussed or presented to the students
Advantage of Essay Test
1. It is easier to prepare and less time consuming compared to other paper and pencil test.
2. It measures HOTS.
3. It allows students’ freedom to express individually in answering the given question.
4. Students have the chance to express their own ideas.
5. It reduces guessing answer compared to any of the objective type of test.
6. It presents more realistic task to the students.
7. It emphasizes on the integration and application of ideas.
Disadvantage of Essay Test
1. It cannot provide an objective measure of the achievement of the students.
2. It needs so much time to grade and prepare scoring criteria.
3. The scores are usually not reliable most specially without scoring criteria.
4. It measures limited amount of contents and objectives.
5. Low variation of scores.
6. It usually encourages bluffing.
Suggestions for Grading Essay Test
1. Decide on a policy for dealing with incorrect, irrelevant or illegal responses.
2. Keep scores of the previous read items out of sight.
3. The student’s identity should remain anonymous while his/her paper is being graded.
4. Read and evaluate each student’s answer to the same question before grading the next question.
5. Provide students with general grading criteria by which they will evaluated prior to the examination.
6. Use analytic scoring or holistic scoring.
7. Answer the test question your self by writing the ideal answer to it so that you can develop the scoring criteria
from your answer.
8. Write your comments on their papers.

Lesson Proper for Week 11

ITEMS ANALYSIS AND VALIDATION
Dr. Mary Jane B. Guan
OBJECTIVES
• Know how to get the items difficulty and discrimination index; and
• Understand the importance of validation and reliability.
INTRODUCTION
• The teacher normally prepares a draft of the test. Such a draft is subjected to item analysis
and validation to ensure that the final version of the test would be useful and functional.
WHAT IS ITEM ANALYSIS?
-It is a statistical technique which is used for selecting and rejecting the items of the test on
the basis of their difficulty value and discriminated power.
TWO IMPORTANT CHARACTERISTIC
a. Item Difficulty
b. Discrimination Index
PURPOSE OF ITEM ANALYSIS
• Evaluates the quality of each item.
• Rationale: the quality of items determines the quality of test (i.e., reliability & validity)
• May suggest ways of improving the measurement of a test.
• Can help with understanding why certain tests predict some criteria but not others.
Draft
• subjected to Item Analysis and Validation
PHASES
(1) try-out phase
(2) Item analysis phase (level of difficulty)
(3) Item revision phase
ITEM ANALYSIS
• Item difficulty = number of students with correct answer total number of students
• The item difficulty is usually expressed in percentage.
Example;
What is the item difficulty index of an item if 25 students are unable to answer it correctly
while 75 answered it correctly?
Here the total number of students is 100, hence, the item difficulty index is 75/100 or 75%.
INDEX OF DISCRIMINATION
• Tells us whether it can discriminate between those who do not know the answer
• Difficulty in
- Upper 25% in the class
- Lower 25% in the class
Index of discrimination = DU – DL
Example: Obtain the index of discrimination of an item if the upper 25% of the class had a
difficulty index of 0.60 (i.e. 60% of the upper 25% got the correct answer) while the lower
25% of the class had a difficulty index of 0.20.
DU = 0.60 while DL = 0.20, thus index of discrimination = .60 - .20 = .40.
The discriminating power of an item is reported as a decimal fraction; maximum
discriminating power is indicated by an index of 1.00. Maximum discrimination is usually
found at the 50 per cent level of difficulty.
0.00 – 0.20 = very difficult
0.21 – 0.80 = moderately difficult
0.81 – 1.00 = very easy
Validation
PURPOSE: TO DETERMINE THE CHARACTERISTICS OF THE WHOLE TEST
ITSELF, NAMELY, THE VALIDITY AND RELIABILITY OF THE TEST
Validity
- Is the extent to which a test measure or as referring to the appropriateness, correctness,
meaningfulness and usefulness of the specific decisions a teacher makes based on the test
results.
THREE MAIN TYPES OF EVIDENCE THAT MAY BE COLLECTED
Content-related evidence of validity -refers to the content and format of the instrument.
Criterion-related evidence of validity -refers to the relationship between scores obtained
using the instrument and scores obtained using one or more other test (often called criterion).
Construct-related evidence of validity -refers to the nature of the psychological construct or
characteristic being measured by the test.

RELIABILITY
refers to the consistency of the scores obtained.
Lesson Proper for Week 13
Performance-Based Assessment

● Best way to gauge a student or pupil competency in a certain task is through en situ or on site.
● A performance-based test - assess students on what they know, what they are able to do.
● It is a direct and systematic observation of the actual performances of the students based from a
predetermined performance criterion.
● Is the systematic, longitudinal collection of student work created in response to specific, known
instructional objectives and evaluated in relation to the same criteria. ϒ
● The portfolio should represent a collection of students' best work or best efforts.

Performance-based test

● Assess students on what they know

● What they are able to do
● Learning strategies they employ in the process of demonstrating it.

"Learning is a complex process. It entails not only what students know but what they can to with what they know."
Example: Hands-on execution of experiments by students
Performance Task

● Students are required to draw on the knowledge and skills they possess
 ● To reflect upon them for use at a particular task at hand
● Task required a combination of the two approaches

Example: Problem Solving

● Students or pupil learn optimally by actually doing (Learning by doing) - constructivist philosophy
● Task need to be consistent with the intended outcomes of the curriculum and the objectives on
instruction

Require students to manifest

● What they know

● Process by which they come to know it.

Lesson Proper for Week 14

Performance Based Test: Rubrics, Exemplars, Automatic
Performance-Based Tests
Dr. Mary Jane B. Guan
Introduction
One of the alternative method of rating the performance of the students aside from paper and
pencil test is the use of scoring and rubrics. Scoring the rubrics is used when judging the
quality of the works of the learners on performance assessment. Scoring rubrics are very
important in assessing the performance of students using the topics today.
Scoring Rubrics
DESCRIPTIVE SCORING RUBRICS THAT ARE DEVELOPED BY TEACHERS OR
OTHER EVALUATORS TO GUIDE THE ANALYSIS OF THE PRODUCTS OR
PROCESS OF STUDENTS’EFFORTS.
Types of Rubrics
HOLISTIC – Require the teacher to score the overall process or product as a whole. It is for
quick scoring and provides overview of students performance ϒ
ANALYTIC – provides information regarding the performance in each component part of the
task, making it useful for diagnostic specific strength and weaknesses of the learners. Best
method for teachers to see the relative strength and weaknesses of the students performance in
each criterion.
Template for Holistic Rubrics
Template for Analytical Rubrics
Advantages of using the rubrics

● Assessment to become more objective and consistent ϒ

● Clarifies the criteria in each specific terms ϒ
● Shows how the work will be evaluated and what is expected ϒ
● Promote students’ awareness of the criteria

Rubrics and Exemplars

● Rubrics to describe student performance

● Perkins et al (1994) provide examples of rubrics scoring for students
● This rubric lists the criteria in the column in the left
Tips in Designing Rubrics

Rubrics
 ● are scales the differentiate level of student performance.
● contain the idea that must be met by the student and the judgement process that
will be used to rate how well the student has performed.
● An exemplar is an example that delineates the desired characteristics of quality in
ways student can understand.

Well Designed Rubrics Includes

● Performance dimension that are critical to successful task completion;

● Criteria that reflects all the important outcomes of the performance task;
● A rating scale that provides a usable, easily-interpreted score;
● Criteria that reflect concrete references, in clear language understandable to
students, parents and other teachers;

Performance Based Test

● Is a direct and systematic observation of the actual performance of the students

based from predetermined performance criterion.

● Lesson Proper for Week 15

● GRADING SYSTEMS
● GRADING SYSTEMS
● The two most common types of grading systems used at the university level are norm-referenced and
criterion-referenced. Many professors combine elements of each of these systems for determining
student grades by using a system of anchoring or by presetting grading criterion which is later adjusted
based on actual student performance.
● 1. Norm-Referenced Systems:
● Definition: In norm-referenced systems students are evaluated in relationship to one another (e.g., the
top 10% of students receive an A, the next 30% a B, etc.). This grading system rests on the assumption
that the level of student performance will not vary much from class to class. In this system the instructor
usually determines the percentage of students assigned each grade, although this percentage may be
determined (or at least influenced) by departmental expectations and policy.
● Advantages:
● ® Norm-referenced systems are very easy to use.
● ® They work well in situations requiring rigid differentiation among students where, for example, program
size restrictions may limit the number of students advancing to higher level courses.
● ® They are generally appropriate in large courses that do not encourage cooperation among students
but generally stress individual achievement.
● Disadvantages:

® One objection to norm-referenced systems is that an individual's grade is

determined not only by his/her achievements, but also by the achievements of
others. This may be true in a large non-selective lecture class, where we can be
fairly confident that the class is representative of the student population; but in
small classes (under 40) the group may not be a representative sample. One student
may get an A in a low-achieving section while a fellow student with the same score
in a higher-achieving section gets a B.
® A second objection to norm-referenced grading is that it promotes competition
rather than cooperation. When students are pitted against each other for the few As
to be given out, they're less likely to be helpful to each other.
● Possible modification:
● When using a norm-referenced system in a small class, the allocation of grades can be modified
according to the caliber of students in the class. One method of modifying a norm-referenced system is
 anchoring. Jacobs and Chase in Developing and Using Tests Effectively: A Guide for Faculty, 1992,
describe the following ways to use an anchor:
● "If instructors have taught a class several times and have used the same or an equivalent exam, then
the distribution of test scores accumulated over many classes can serve as the anchor. The present
class is compared with this cumulative distribution to judge the ability level of the group and the
appropriate allocation of grades. Anchoring also works well in multi-section courses where the same text,
same syllabus, and same examinations are used. The common examination can be used to reveal
whether and how the class groups differ in achievement and the grade in the individual sections can be
adjusted accordingly... If an instructor is teaching a class for the first time and has no other scores for
comparison, a relevant and wellconstructed teacher-made pretest may be used as an anchor."
● Modifying the norm-referenced system by anchoring also helps mitigate feelings of competition among
students as they are not as directly in competition with each other.
● Before Deciding on a Norm-Reference System, Consider:
● ® What is the expected class size? If it is smaller than 40, do not use a normreferenced system unless
we use anchoring to modify the system.
● ® Is it important for students to work cooperatively in this class (e.g., do we ask them to form study
groups, or work on projects as a group)? If the answer is yes, a norm-referenced system is not
appropriate for the class.
● 2. Criterion-Referenced System
● Definition: In criterion-referenced systems students are evaluated against an absolute scale (e.g. 95-100
= A, 88-94 = B, etc.). Normally the criteria are a set number of points or a percentage of the total. Since
the standard is absolute, it is possible that all students could get As or all students could get Ds.
● Advantages:
● ® Students are not competing with each other and are thus more likely to actively help each other learn.
A student's grade is not influenced by the caliber of the class.
● Disadvantages:
● ® It is difficult to set reasonable criteria for the students without a fair amount of teaching experience.
Most experienced faculty set these criteria based on their knowledge of how students usually perform
(thus making it fairly similar to the norm referenced system).
● Possible modifications:

® Instructors sometimes choose to maintain some flexibility in their criteria by telling

the class in advance that the criteria may be lowered if it seems appropriate, e.g., the
95% cut off for an A may be lowered to 93%. This way if a first exam was more
difficult for students than the instructor imagined, s/he can lower the grading criteria
rather than trying to compensate for the difficulty of the first exam with an easy
second exam. Raising the criteria because too many students achieved As, however,
is never advisable.
® Another way of doing criterion-referenced grading is by listing objectives and
assigning grades based on the extent the student achieved the class objectives (e.g.,
A = Student has achieved all major and minor objectives of the course. B = Student
has achieved all major objectives and several minor objectives, etc.).
● Before Deciding on a Criterion-Reference System, Consider:
● ® How will we determine reasonable criteria for students? When teaching the class for the first time,
maintain some flexibility.
● 3. Other Systems: Some alternate systems of grading include contract grading, peer grading, and self-
evaluation by students.

® In contract grading instructors list activities students can participate in or objectives

they can achieve, usually attaching a specified number of points for each activity
(e.g. book report = 30 points, term paper = 60 points). Students select the activities
and/or objectives that will give them the grade they want and a contract is signed. It
is advisable to have qualitative criteria stated in the contract in addition to listing the
activities.
® In some classes, a portion of a student's grade is determined by peers' evaluation of
his/her performance. If students are told what to look for and how to grade, they
generally can do a good job. Agreement between peer and instructor rating is about
 80%. Peer grading is often used in composition classes and speech classes. It can
also be a useful source of information for evaluating group work; knowing that
group members have the opportunity to evaluate each other’s work can go a long
way in motivating peers to pull their weight on a project and to reassure group
members that their contributions will be recognized. If used, peer evaluation should
always be done anonymously.
® Students can also be asked to assess their own work in the class and their
assessment can be a portion of the final grade. This method has educational value as
learning to assess one's own progress contributes to the university's goal of
preparing our students to be life-long learners. A research analysis found that the
percentages of self-assessors whose grades Fagree with those of faculty graders vary
from 33% to 99%. Experienced students tend to rate themselves quite similarly to
the faculty while less experienced students generally give themselves higher grades
than a faculty grader. Students in science classes also produced self-assessments that
closely matched faculty assessment. Not surprisingly, student and instructor
assessments are more likely to agree if the criteria for assessment have been clearly
articulated. Without these shared understandings, students, for example, don’t know
whether to assess themselves on the amount of work they put into a course, on the
improvement they’ve seen in certain skills, or on their final level of achievement. If
self-assessment is used, the instructor and student should meet to discuss the
student's achievement before the self-evaluation is made.
●

Lesson Proper for Week 16

I. LESSON PROPER

To understand fully the lesson for today, read silently the material.

A. OBJECTIVE 1.

The K to 12 Basic Education Program uses a standards- and competency-based grading system.
These are found in the curriculum guides. All grades will be based on the weighted raw score of the
learners’ summative assessments. The minimum grade needed to pass a specific learning area is
60, which is transmuted to 75 in the report card. The lowest mark that can appear on the report
card is 60 for Quarterly Grades and Final Grades. For these guidelines, the Department will use a
floor grade considered as the lowest possible grade that will appear in a learner’s report
card.Learners from Grades 1 to 12 are graded on Written Work, Performance Tasks, and Quarterly
Assessment every quarter. These three are given specific percentage weights that vary according
to the nature of the learning area.

For Kindergarten. Guidelines specific to the assessment of Kindergarten learners will be issued in a
different memorandum or order. However, for Kindergarten, checklists and anecdotal records are
used instead of numerical grades. These are based on learning standards found in the Kindergarten
curriculum guide. It is important for teachers to keep a portfolio, which is a record or compilation of
the learner’s output, such as writing samples, accomplished activity sheets, and artwork. The
portfolio can provide concrete evidence of how much or how well the learner is able to accomplish
the skills and competencies. Through checklists, the teacher will be able to indicate whether or not
the child is able to demonstrate knowledge and/or perform the tasks expected of Kindergarten
learners. Through anecdotal records or narrative reports, teachers will be able to describe learners’
behavior, attitude, and effort in school work.

For Grades 1 to 12. In a grading period, there is one Quarterly Assessment but there should be
instances for students to produce Written Work and to demonstrate what they know and can do
through Performance Tasks. There is no required number of Written Work and Performance Tasks,
but these must be spread out over the quarter and used to assess learners’ skills after each unit
has been taught.

How to Compute for Final Grades and General Average in DepEd K to 12 Grading System

The following are the steps in computing for the Final Grades.

Step 1: Grades from all student work are added up. This results in the total score for each
component, namely Written Work, Performance Tasks, and Quarterly Assessment. Raw scores from
each component have to be converted to a Percentage Score. This is to ensure that values are
parallel to each other.

Step 2: The sum for each component is converted to the Percentage Score. To compute the
Percentage Score (PS), divide the raw score by the highest possible score then multiply the quotient
by 100%. This is shown below:

Step 3: Percentage Scores are then converted to Weighted Scores to show the importance of each
component in promoting learning in the different subjects.

To do this, the Percentage Score is multiplied by the weight of the component found in Table 4 for
Grades 1 to 10 and Table 5 for Senior High School. The product is known as the Weighted Score
(WS).

Table 4. Weight of the Components for Grades 1-10

The grading system for Senior High School (SHS) follows a different set of weights for each
component. Table 5 presents the weights for the core and track subjects.

Table 5. Weight of the Components for SHS

Step 4: The sum of the Weighted Scores in each component is the Initial Grade.

This Initial Grade will be transmuted using the given transmutation table to get the Quarterly Grade
(QG).

Step 5: The Quarterly Grade for each learning area is written in the report card of the student.

For a better understanding of how to record the summative assessments, Table 6 presents a
sample class record showing three learners for the first quarter of Grade 4 English. On the basis of
this class record, Table 7 presents a step-by-step process on how to compute for the Quarterly
Grade.

Table 6. Sample Class Record for English Grade 4 (First Quarter)

Table 7. Steps for Computing Grades

1. Get the total score for each component.

2. Divide the total raw score by the highest possible score then multiply the quotient by 100%.

3. Convert Percentage Scores to Weighted Scores. Multiply the Percentage Score by the weight
of the component indicated in Table 4 and Table 5.

4. Add the Weighted Scores of each component. The result will be the Initial Grade.

5. Transmute the Initial Grade using the Transmutation Table.

For MAPEH, individual grades are given to each area, namely, Music, Arts, Physical Education, and
Health. The quarterly grade for MAPEH is the average of the quarterly grades in the four areas.

How are grades computed at the end of the school year?

For Kindergarten. There are no numerical grades in Kindergarten. Descriptions of the learners’
progress in the various learning areas are represented using checklists and student portfolios.
These are presented to the parents at the end of each quarter for discussion. Additional guidelines
on the Kindergarten program will be issued.

For Grades 1-10. The average of the Quarterly Grades (QG) produces the Final Grade.

The General Average is computed by dividing the sum of all final grades by the total number of
learning areas. Each learning area has equal weight.

The Final Grade in each learning area and the General Average are reported as whole numbers.
Table 8 shows an example of the Final Grades of the different learning areas and General Average
of a Grade 4 student.

Table 8. Final Grades and General Average

For Grades 11 and 12

The two quarters determine the Final Grade in a semester. Table 9 shows an example in Grade 11,
second semester for the Accounting, Business, and Management (ABM) strand.

Table 9. Grade 11, 2nd Semester of ABM strand

How is the learner’s progress reported?

The summary of learner progress is shown quarterly to parents and guardians through a parent-
teacher conference, in which the report card is discussed. The grading scale, with its corresponding
descriptors, are in Table 10. Remarks are given at the end of the grade level.

Table 10. Descriptors, Grading Scale, and Remarks

Using the sample class record in Table 6, LEARNER A received an Initial Grade of 84.86 in English
for the First Quarter, which, when transmuted to a grade of 90, is equivalent to Outstanding.
LEARNER B received a transmuted grade of 88, which is equivalent to Very Satisfactory. LEARNER C
received a grade of 71, which means that the learner Did Not Meet Expectations in the First Quarter
of Grade 4 English.

When a learner’s raw scores are consistently below expectations in Written Work and Performance
Tasks, the learner’s parents or guardians must be informed not later than the fifth week of that
quarter. This will enable them to help and guide their child to improve and prepare for the Quarterly
Assessment. A learner who receives a grade below 75 in any subject in a quarter must be given
intervention through remediation and extra lessons from the teacher/s of that subject.

How are learners promoted or retained at the end of the school year?

This section provides the bases for promoting a learner to the next grade level or for retaining a
learner in the same grade level. These decisions must be applied based on evidence and
judiciously.

A Final Grade of 75 or higher in all learning areas allows the student to be promoted to the next
grade level. Table 11 specifies the guidelines to be followed for learner promotion and retention.

Table 11. Learner Promotion and Retention

For Grades 1 to 3 Learners Promotion and Retention

Lesson Proper for Week 17
MODULE CONTENT

Module 1 – The Overview: Assessment of Learning

Module 2 – Shift of Educational Focus from Content to Learning Outcomes

Module 3 – Measurement, Assessment and Evaluation in Outcomes-Based Education

Module 4 - The Outcomes of Student Learning

Module 5 - Cognitive Domain, Affective Domain and Psychomotor Domain

Module 7- Assessment of Learning Outcomes

Module 8- Development of Varied Assessment Tools

Module 9- Different Format of Assessment Tools – Part I

Module 10- Different Format of Assessment Tools – Part II

Module 11- Items Analysis and Validation

Module 13- Performance Based Test

Module 14- Rubrics, Exemplar an Automating Performance Based Tests

Module 15- Grading Systems Part I

Module 16- Grading System Part II

All the topics mentioned above contribute to your interest as future educator. Make time to review
your previous module and contemplates on the importance of each topic to your college course. As
a review, this subject focuses on the development and utilization of assessment tools to improve
the teaching learning process. It emphasizes on the use of testing for measuring knowledge,
comprehension and other thinking skills. It is designed to measure student achievement and gauge
what they have learned. As part of the overall evaluation process, we need specifically to find out if
the learners are actually learning as a result of the teaching. This will show us whether the teaching
has been effective, which is usually the most important topic. This module provides variety of
activities and discussion on how to evaluate the performance of the learners.