PROF ED 6 REVIEWER 3.

Assessment AS learning- this is done for teachers to

STANDARDS- levels of performance set by school officials as understand and perform well their role of assessing FOR and OF
EDUCATIONAL ASSESSMENT- systematic process of measures of excellence or attainment. learning
determining a student's knowledge, experience, skills, and
beliefs through the use of empirical data. The ultimate goal is to ASSESSMENT FOR LEARNING
quantify and document a student's knowledge. Education
assessment is a continuous process, and the results help you
improve your classroom teaching and learning experiences. KINDS OF STANDARDS (Zais, 1976)
1. Absolute maximum standard- level of performance that can
TEST- an instrument designed to measure any characteristics, be reached by only a few students, e.g. 95% performance.
quality, ability, knowledge or skill. 2. Absolute minimum standard - attained by majority of
students enough to guarantee promotion to the next higher
MEASUREMENT- - a process of quantifying the degree to which grade/year level, e.g. 75% performance
someone/something possesses a given trait; 3. Relative standard - the level of competency compared with
○​ refers to the process of quantifying an the performance of other students in a class or group, e.g.
individual’s achievement, personality and ranking.
attitudes among others by means of appropriate 4. Multiple standard - level of performance or competency
measuring instruments that utilizes a combination of the first three standards. This
Two Types of Measurement: kind of standard is employed to document and determine the
■​ 1. Objective – in terms of testing learning growth pattern of students.
■​ 2. Subjective – in terms of perception
MODES OF ASSESSMENT ASSESSMENT OF LEARNING
ASSESSMENT- process of gathering and organizing quantitative
or qualitative data into an interpretable form to have a basis for 1. Traditional assessment – uses paper-and-pencil
judgment or decision- making; 2. Performance-based assessment- requires actual
○​ it is a prerequisite to evaluation; it provides the demonstration of skills or creation of products of learning
information which enables evaluation to take 3. Portfolio assessment- process of gathering multiple
place indicators of student progress to support course goals in a ASSESSMENT AS LEARNING
○​ Angelo (1995) defines assessment as an dynamic, ongoing and collaborative process. Teachers should be skilled in:
ongoing process. It involves a series of steps,
namely: gathering, analyzing, and interpreting EVALUATION-process of systematic interpretation, analysis,
data. appraisal or judgment of the worth of organized data as basis
○​ The purpose of assessment is to determine for decision-making.
whether expectations match standards set by
school authorities. Purposes of Assessment:
1. Assessment FOR learning- done before and during
EXPECTATIONS- are provided by instructional objectives, that instruction (e.g. placement, diagnostic, formative)
in turn, are translated into learning outcomes. 2. Assessment OF learning - – done after instruction (e.g.
summative assessment)
ASSESSMENT PRINCIPLES regarding his success or failure in attaining instructional
Assessment- most effective when guided by certain principles. objectives. Assessment in learning is a systematic and purposeful process
It gives direction to assessment and serves as criteria for of collecting, analyzing, and interpreting evidence of student
judging sound practices. Attributes of an Effective Formative Assessment learning to make informed decisions.
1. Learning Progressions ○​ The goal is to use this evidence to improve
2. Learning Goals and Criteria for Success learning and teaching. Assessment in learning
1.​ Descriptive feedback can be characterized as a process, as being
2.​ Self and Peer Assessment objective-based, and from multiple sources.
3.​ Collaborative Assessment ○​ Assessment, measurement, and evaluation in
Goals - Derived from the aims of education learning are related but distinct concepts.
○​ Broad statements that provide guidelines what 3. Diagnostic Assessment- given at the beginning or during ○​ Measurement quantifies learning attributes,
to accomplish as a result of prescribed instruction. while evaluation makes value judgments on
educational program (see Goals of CTE in your -​ Used to detect the causes of persistent learning that data. Assessment encompasses both, acting
course design as an example) difficulties despite the pedagogical remedies applied by as an umbrella term, though some consider it
the teacher. separate from evaluation.
Objectives- More specific than goals Assessment and Testing- Testing is a common form of
○​ They describe learning outcomes. ​ After Instruction assessment, involving the use of tests or batteries of tests over a
■​ Behaviors that must be achieved in 4. Summative assessment- done at the end to determine the period of time to gather information on student learning.
various levels of the curriculum. These extent to which the students have attained the learning ○​ Tests can be categorized as either
levels include lesson, subject, unit, and outcomes. selected-response (objective) or
program. -​ This implies that the activity has for the most part been constructed-response (subjective).
completed. ■​ Objective tests have exact correct
answers, while subjective tests require
Assessment FOR- before and during scoring. A table of specifications (TOS)
a.​ Placement, Formative, Diagnostic maps test items to objectives, content,
Assessment OF- after instruction and topics. Descriptive statistics are
a.​ Summative used to interpret test results, and a good
Assessment AS- to understand and perform well their role test is valid, reliable, and able to
ROLES OF ASSESSMENT discriminate between learners of
Lesson 1 different abilities. Teachers should be
Beginning of Instruction BASIC CONCEPTS AND PRINCIPLES IN ASSESSMENT competent in test design and
1. Placement Assessment- accounts for a students’ entry LEARNING development
behavior or performance. Determines the knowledge and skills
he possesses. “Assessment” comes from the Latin word “assidere, ” meaning Assessment and Grading- assigns value to learner
“to sit beside another” . performance or achievement based on specified criteria or
During Instruction ○​ process of gathering quantitative and/or standards.
2. Formative Assessment- used to monitor the learning qualitative data to make decisions for ○​ Besides tests, other classroom tasks (recitation,
progress of the students. Provides the students with feedback educational purposes. seatwork, homework, projects) can contribute
 to a final grade, which summarizes information 5. TRADITIONAL-conventional assessment methods, such as Formative in nature, guiding self-regulation and adjustments to
from multiple sources. objective (multiple-choice) and subjective (essay) meet curriculum outcomes.
○​ Grading indicates pass/fail status and teachers paper-and-pencil tests.
must be able to give performance feedback and -​ These are commonly used in the classroom due to their The Roles of Classroom Assessment in the
communicate results to stakeholders. ease of design and scoring, allowing for efficient Teaching-Learning Process
evaluation and comparison of student performance.
TWO MOST COMMON PSYCHOMETRIC THEORIES However, they are often criticized for lacking Classroom assessment serves five key roles: formative,
authenticity and potentially not fully reflecting a diagnostic, evaluative, facilitative, and motivational.
1. Classical Test Theory (CTT)-observed score model student's understanding
-​ Depends on sample 6. AUTHENTIC- focuses on evaluating students' ability to apply 1. FORMATIVE- Helps teachers gather information on learners'
-​ Simpler calculations their knowledge and skills in real-world contexts. It emphasizes knowledge, skills, and competencies before and during
-​ Uses Cronbach’s alpha performance and application rather than rote memorization. instruction. This allows them to design and adjust lessons to
2. Item Response Theory (IRT)- probability model -​ Methods include real-world projects, simulations, case meet students' needs.
-​ Independent of sample studies, and portfolios. 2. DIAGNOSTIC- Identifies learners' weaknesses or difficulties
-​ Uses ICC -​ The degree of authenticity can vary; assessments that that may hinder their progress. This enables teachers to provide
-​ Uses info functions most closely resemble real-world tasks are considered targeted interventions, remediation, or individualized learning
Similarities: (1) assess test quality, (2) analyze item difficulty, the most authentic. plans.
(3) measure examinee ability, (4) acknowledge errors 3. EVALUATIVE- Measures learners' performance to determine
Lesson 2 if they have achieved the intended learning outcomes.
DIFFERENT TYPES OF ASSESSMENT IN LEARNING ASSESSMENT PURPOSES, LEARNING TARGETS AND Assessment results guide grading, placement, and promotion.
APPROPRIATE METHODS 4. FACILITATIVE- Supports student learning by providing
1. FORMATIVE- ongoing and provides feedback to both teachers with insights to improve instruction and helping
teachers and students during the learning process. It helps What is the purpose of classroom assessment? learners monitor and enhance their own learning strategies.
identify areas where students need improvement and allows 5. MOTIVATIONAL-Encourages student engagement and
teachers to adjust their teaching methods accordingly Assessment works best with a clear purpose, guiding effective achievement. Effective feedback, innovative assessment tasks,
2. SUMMATIVE-occurs at the end of an instructional period design and implementation. Teachers align assessments with and scaffolding can make assessment a motivating tool rather
(e.g., a unit, course, or semester) to determine students' instructional goals and learning outcomes. than a discouraging one.
mastery of the material. It measures the overall learning Generally, classroom assessment serves the following
outcomes purposes: TERMS:
3. DIAGNOSTIC-to identify pre-existing knowledge, skills, and 1. Assessment of Learning - Determines learners' 1. GOALS - General statements about desired learner outcomes
learning gaps before instruction begins. It pinpoints areas acquired knowledge and skills from instruction and their over a year or program (e.g., senior high school).
where students need extra support, allowing teachers to tailor achievement of curriculum outcomes. Generally summative. 2. STANDARDS- Specific statements on what learners should
their teaching to address specific needs and misconceptions. 2. Assessment for Learning - Identifies learners' needs know and be able to do at a certain grade level, subject, or
4. PLACEMENT- to determine a student's appropriate level or to modify instruction or activities. Formative in nature, course. McMillan (2014) identified four types: content (desired
course placement. It assesses their existing knowledge and addressing learning gaps to help achieve curriculum outcomes. outcomes), performance (demonstrated competence),
skills to ensure they are challenged appropriately and not 3. Assessment as Learning-Helps learners become developmental (growth over time), and grade-level (specific
placed in courses that are too easy or too difficult self-regulated using assessment tasks, results, and feedback. outcomes per grade).
3. EDUCATIONAL OBJECTIVES- Specific learner performance introducing a two-dimensional model for writing B.​ UNDERSTAND- Understanding what the information
statements at the end of an instructional unit, often called learning objectives (Anderson and Krathwohl, 2001). means
behavioral objectives. These are typically stated with verbs, ●​ An educational or learning objective formulated from C.​ APPLY-Applying the facts, rules, concepts, and ideas in
with Bloom’s Taxonomy being the most recognized framework. this two-dimensional model contains a noun (type of another context.
knowledge) and a verb (type of cognitive process). D.​ ANALYZE- Breaking down information into parts.
BLOOM’S TAXONOMY OF EDUCATIONAL OBJECTIVES E.​ EVALUATE- Judging the value of information or data. .
●​ Cognitive- knowledge-based goals TWO-DIMENSIONAL MODEL F.​ CREATE- Combining parts to make a whole.
●​ Psychomotor- skills-based goals
●​ Affective- affective goals 1. KNOWLEDGE DIMENSION LEARNING TARGETS
A.​ FACTUAL- basic in every discipline. Tells the facts or
●​ Also known as Bloom's Taxonomy of Educational bits of information one needs to know in a discipline. Learning targets are specific statements that outline what
Objectives for Knowledge-Based Goals. -​ Answers questions that begin with "who", students should learn and be able to do after a lesson or series
●​ The taxonomy describes six levels of expertise: "where", "what", and "when". of lessons.
knowledge, comprehension, application, analysis, B.​ CONCEPTUAL- Tells the concepts, generalizations, ○​ They provide a clear description of the
synthesis, and evaluation. principles, theories, and models that one needs to know knowledge, skills, and behaviors students
in a discipline. should demonstrate, along with criteria for
COGNITIVE LEVEL -​ Usually answers questions that begin with evaluating their performance.
●​ Knowledge- Recall or recognition of learned materials "what". ○​ tell students what they need to learn and what
like concepts, events, facts, ideas, and procedures. C.​ PROCEDURAL- Tells the processes, steps, techniques, they should be able to do as a result of the
●​ Comprehension-Understanding the meaning of a methodologies, or specific skills needed in performing a instruction.
learned material, including interpretation, explanation, specific task that one needs to know and be able to do in ○​ They are more specific and detailed than
and literal translation. a discipline. educational goals, standards, and objectives, and
●​ Applications- Use of abstract ideas, principles, or -​ Usually answers questions that begin with guide teachers in planning instruction and
methods to specific concrete situations. "how". assessment.
●​ Analysis- Separation of a concept or idea into D.​ METACOGNITIVE- makes the discipline relevant to
constituent parts or elements and an understanding of one's life and understand the value of learning in one's James McMillan (2014) proposed five essential criteria for
the nature and association among the elements. life. selecting effective learning targets. These criteria ensure that
●​ Synthesis- Construction of elements or parts from -​ requires reflective knowledge and strategies on learning targets are well-defined, relevant, and aligned with
different sources to form a more complex or novel how to solve problems or perform a cognitive educational goals.
structure. task through understanding of oneself and
●​ Evaluation-Making judgment of ideas or methods context. 1. Right number of Learning targets
based on sound and established criteria. -​ usually answers questions that begin with 2. Comprehensive Learning targets
"why", "how", and what could be used if they are 3. Alignment with school goals and 21st century skills
REVISED BLOOM’S TAXONOMY OF EDUCATIONAL embedded in a situation that one experiences in 4. Challenging yet Feasible
OBJECTIVES real life. 5. Consistency with Principles of Learning and motivation
●​ Anderson and Krathwohl proposed a revision of
Bloom's Taxonomy in the cognitive domain by 2. COGNITIVE PROCESS DIMENSION TYPES OF LEARNING TARGETS
A.​ REMEMBER- Recognizing and recalling facts.
 Many experts consider four primary types of learning A. Essay​ ​ ​ ​ ​ C.
targets: knowledge, reasoning, skill, and product. Multiple-Choice
B. Matching-Type​ ​ ​ ​ D. Short- Answer
5. If you are a values education teacher who intends to design
an assessment task to determine your learners' motivation in
practicing pro-environmental behaviors, which of the following
assessment strategies would best addresses your purpose?
A. Learners developing and producing a video of their
pro-environmental advocacy.
B. Learners answering an essay question on "Why
Pro-environmental Behavior Matters?"
​ C.Learners writing individual blogs on their pro-environmental
Note: More checks mean better matches. activities and why they do it.
Other experts consider a fifth type of learning target-effect, There are other types of assessment, and it is up to the D. Learners conducting an action research on students
which refers to affective characteristics that students can teachers to select the method of assessment and design motivation in pro-environmental behaviors.
develop and demonstrate because of instruction. This includes appropriate assessment tasks and activities to measure the
attitudes, beliefs, interests, and values. Some experts use identified learning targets. Lesson 3
disposition as an alternative term for affect. DIFFERENCE CLASSIFICATIONS OF ASSESSMENT
The following is an example of an affect or disposition 1. What is this purpose of assessment that aims to identify
learning target: students' needs to inform instruction? When do we use educational assessments?
A. Assessment as Learning​ ​ C. Assessment of - Are used in the school setting for the purpose of tracking the
Appropriate Methods of Assessment Learning growth of learners and grading their performance.
Once the learning targets are identified, appropriate B. Assessment for Learning​ ​ D. Assessment with - It comes in the form of formative and summative assessment
assessment methods can be selected to measure student Learning
learning. The match between a learning target and the 2. Use the Internet in performing search for related research Formative Assessment- a continuous process of gathering
assessment method used to measure if students have met the literature. The aforementioned learning objective is an example information about student learning at the beginning, during,
target is very critical. Tables 2.5.1 and 2.5.2 present a matrix of of which type of cognitive learning outcome in the Revised and after instruction so that teachers can decide how to
the different types of learning targets and sample assessment Bloom's Taxonomy? improve their instruction until learners are able to meet the
methods. A. Applying​ ​ ​ ​ ​ C. Knowledge learning targets
B. Understanding​ ​ ​ ​ D. Creating
Table 2.5.1. Matching Learning Targets with Paper-and-Pencil 3. Explain the difference between learning targets and ​ To determine the following:
Types of Assessment instructional objectives. The aforementioned learning target is 1. What learners know and do not know
an example of which type of learning target? 2. Misconceptions of learners so that they can be corrected
A. Knowledge​ ​ ​ ​ C. Reasoning 3. Confusion of learners so that they can be clarified.
B. Product​ ​ ​ ​ ​ D. Skills 4. What learners can and cannot do so that enough practice can
4. Which of the following types of paper-and-pencil test is best be given to perform the task.
matched with reasoning type of learning targets?
Purpose Of Formative Assessment is to track and monitor Intended to measure behavior (such as learning) in line e.​ Consciousness- reflects a person’s level of
student learning and their progress toward the learning target with the objectives of the course self-discipline, organization, and goal-oriented
(e.g quizzes, long tests. Formative and summative are usually behavior.
Summative Assessment- determine and record what the teacher-made.) KINDS OF LEARNING
learners have learned. 1. Achievement- Measures what learners have learned after
○​ This comes in the form of periodic test, weekly Can a Teacher-made test become a standardized test? Yes as instruction or after going through a specific curricular program.
test, unit or chapter test. long as it is valid. It provides information on what learners can do and
have acquired after training and instruction. It is a measure of
Psychological Assessment- measures that determine the 2. Standardized Test- Have fixed directions for administering what a person has learned within or up to a given time
learner’s cognitive and non-cognitive characteristics. and scoring. (Yaremko et al.1982)
○​ Examples of cognitive tests are those that It can be purchased with test manuals, books, and ​ It can be measured by using the: (1) Wide Range
measure ability, aptitude, intelligence, and answer sheets. Achievement Test, (2) California Achievement Test and (3)
critical thinking. When these tests were developed, the items were Lowa Test for Basic Skills
○​ Affective measures are for personality, sampled on a large number of target groups called the norm. 2. Aptitude- According to Lohgman( 2005), aptitudes are the
motivation, attitude, interest and disposition. The norm group’s performance is used to compare the characteristics that influence a person’s behavior that aid goal
results of those who took the test. attainment in a particular situation.
Aptitude refers to the degree of readiness to learn and
A.​ Intelligence Test- measures general mental ability. perform well in a particular situation or domain (Corno et al.
When do we use paper-and-pencil type of assessments? B.​ Achievement Test- evaluates knowledge in specific 2002).
It required a single correct answer in the form of: subjects.
-​ Binary (true or false) C.​ Aptitude Test- helps assess whether someone has the Cognitive Abilities Measurement
-​ Short answer (identification) natural talents or skills needed for a certain or career, -​ measures working memory capacity, ability to
-​ Matching type D.​ Critical Thinking Test- measures a person’s ability to store old information and process new ones.
-​ Multiple choice analyze and evaluate information. -​ Speed of an individual in retrieving and
It usually pertains to a specific cognitive skill such as recalling, E.​ Interest test- identifies career and hobby preferences processing new information (Kyllonen and
understanding, applying, analyzing, evaluating and F.​ Personality Test- assess various aspects of a person’s Christal 1989)
creating character, such as emotional stability, social behavior. -​ Magno (2009) also created a taxonomy of
a.​ Neuroticism- reflects emotional stability and aptitude test items. The taxonomy includes 12
Performance-based assessments- Require learners to tendency to experience negative emotions. classifications categorized as verbal and
perform tasks, such as demonstrations, arrive at a product, b.​ Extraversion- how energetic and sociable a nonverbal.
show strategies, and present information. Usually open-ended. person is.
c.​ Openness to Experience- reflects the degree to Verbal
TYPES OF FUNCTION which a person is open-minded, imaginative,
1. Non-Standardized or Teacher-made- Usually intended for and curious. A. Verbal analogy- this measures your ability to see
classroom assessment d.​ Agreeableness- refers to a person’s tendency to relationships between words.
Used for classroom purposes, such as determining be compassionate, cooperative, and empathetic B. Syllogism- measure of logic specifically deriving conclusion
whether learners have reached the learning targets toward others. based on a set of premises.
C. Number series- measures your ability to recognize patterns ○​ Standardized tests usually interpret scores TABLES OF SPECIFICATIONS
in letters or numbers and predicting the next item in the series. using a norm set from a large sample. ●​ Sometimes called a test blueprint
Non-Verbal ○​ Having established norm for a test means ●​ Tool used by teachers to design a test.
A. Topology - measure of spatial relationship which is the obtaining the normal or average performance in ●​ Chart that outlines the content and structure of an
ability to see two or more objects in relation to each other. the distribution of scores. assessment
B. Visual Discrimination - tests your ability to spot small ○​ A norm is a standard and is based on a very ●​ It maps out the following:
differences between images or objects. large group of samples. Norms are reported in ○​ Test objectives
C. Progressive series - tests your ability to recognize patterns the manual of standardized tests. ○​ Contents
and predict what will happen next. ○​ Normal distribution takes the shape of the bell ○​ Distribution of items
D. Orientation- detect arrangement of elements within a curve where it shows the number of people ○​ Cognitive levels
pattern or manipulate objects in different positions. within a range of scores. It reports the ●​ TOS is prepared before a test is created.
E. Visualization - imagine or visualize objects or patterns that percentage of people with particular scores. ●​ Teachers need to create TOS for every test that they
are rotated or rearranged. ○​ Norm is used to convert a raw score into intend to develop
a.​ Two-dimensional Object rotation standard scores for interpretability.
b.​ Three-dimensional Object rotation IMPORTANCE OF TOS
F. Figure Ground Perception- distinguish objects from their Lesson 4 1. Ensures that the instructional objectives and what the test
background. PLANNING A WRITTEN TEST captures match
G. Surface development- understand how 2D surfaces relate to In designing a written test, you should be able to identify the 2. Ensures that the test developer will not overlook details that
3D shapes, often used in tasks like unfolding or assembling intended learning outcomes in a course. are considered essential to a good test.
objects mentally. ○​ Clear articulation of learning outcomes- 3. Makes developing a test easier and more efficient.
H. Object Assembly- mentally piece together parts of an object primary consideration in lesson planning 4. Ensures that the test will sample all important content areas
to form a complete whole. because it serves as the basis for evaluating the and processes.
I. Picture completion- identifying missing parts of an image r effectiveness. 5. Is useful in planning and organizing.
figure and determining what is missing. ○​ The teachers provide the focus and direction on 6. Offers an opportunity for teachers and students to clarify
how the course is to be handled. achievement.
How do we differentiate speed from power test? In developing a written test,
●​ SPEED TEST- consists of easy items that need to be ○​ Cognitive behaviors of learning outcomes are GENERAL STEPS IN DEVELOPING TABLE OF
completed within a time limit. usually targeted. SPECIFICATIONS (TOS)
●​ POWER TEST- consists of items with increasing levels ○​ Bloom's Taxonomy was used to classify 1. Determine the objectives of the test.
of difficulty but time is sufficient to complete the whole learning objectives based on levels of complexity Types of Objectives:
test. and specificity of the cognitive behaviors. With ●​ Cognitive- increase an individual’s knowledge,
●​ CRITERION-REFERENCED TEST- has a set of knowledge at the base (ie, lower-order thinking understanding and awareness.
standards, and the scores are compared to a given skill), the categories progress to comprehension, Common Formats for Testing: Multiple choice, Alternative
criterion. application, analysis, synthesis, and evaluation. response test and Open-ended Tests
●​ NORM-REFERENCED TEST-interprets results using the ●​ Psychomotor- designed to build physical or
distribution of scores of a sample group. motor skills.
○​ Mean and SD are computed for the group. ○​ Better to do a performance-based
assessment
 ●​ Affective- aim to change an individual’s attitude
into something desirable. Lesson 5
2. Determine the coverage of the test- determine the contents CONSTRUCTION OF WRITTEN TEST
of the test.
3. Calculate the weight for each topic. 1. What are the objectives or desired learning outcomes of
the subject/unit/lesson being assessed?
-​ Deciding on what test format to use generally depends
on your learning objectives or the desired learning
2. TWO-WAY TOS- more detailed and balanced than a One-Way
outcomes of the subject/unit/lesson. Desired learning
table.
outcomes (DLOs) are statements of what learners are
-​ Incorporates two dimensions, such as content areas and
expected to do or demonstrate as a result of engaging in
cognitive levels.
the learning process.

2. What level of thinking is to be assessed (i.e.,

remembering, understanding, applying, analyzing,
evaluating, and creating)? Does the cognitive level of the
test question match your instructional objectives or DLOs?
-​ The level of thinking to be assessed is also an important
factor to consider when designing your test, as this will
●​ Time spent= # of session X 60 minutes
3. THREE-WAY TOS- most detailed type. Reflects the features of guide you in choosing the appropriate test format.
●​ % = Time spent/ Total time X 100
both TOS. -​ The level of thinking to be assessed is also an important
4. Determine the number of items for the whole test.
-​ Incorporates three dimensions, typically content areas, factor to consider when designing your test, as this will
●​ As a general rule, 30-60 seconds are given for each
cognitive levels and learning objectives (and sometimes guide you in choosing the appropriate test format.
item in a test format with choices.
even question types or difficulty levels)
●​ Not exceeded 60 items
For example, if you intend to assess how much your
5. Determine the number of items per topic.
learners are able to identify important concepts discussed in
●​ # of items= Percent of weight/ 100 X Total items
class (i.e., remembering or understanding level), a
selected-response format such as multiple-choice test would be
appropriate

3. Is the test matched or aligned with the course's DLOs and

the course contents or learning activities?
-​ The assessment tasks should be aligned with the
instructional activities and the DLOs. Thus, it is
​ The teacher has the flexibility in the use of any format important that you are clear about what DLOs are to be
TYPES OF TABLE OF SPECIFICATION for the TOS but not on the learning outcome to be assessed as addressed by your test and what course activities or
1. ONE-WAY TOS- simplest type. Focuses on a single dimension, this should be based on what has been targeted during tasks are to be implemented to achieve the DLOs.
typically the content areas or topics to be assessed. instruction
 -​ The assessment tasks should be aligned with the -​ a. Multiple Choice Test- It is the most b. Essay Test- It consists of problems/questions that
instructional activities and the DLOs. Thus, it is commonly used format in formal testing and require learners to compose or construct written
important that you are clear about what DLOs are to be typically consists of a stem (problem, one responses, usually long ones with several paragraphs.
addressed by your test and what course activities or correct or best alternative (correct answer), and c. Problem-Solving Test- It consists of
tasks are to be implemented to achieve the DLOs. three or more incorrect or inferior alternatives problems/questions that require learners to solve
(distractors). problems in quantitative or nonquantitative settings
For example, A multiple-choice test may be used but -​ b. True-False or Alternative Response Testt- using knowledge and skills in mathematical concepts
only if you intend to assess learners' ability to recognize what is It generally consists of a statement and deciding and procedures, and/or other higher-order cognitive
ethical versus unethical decision-making practice. In the same if the statement is true (accurate/correct) or skills (e.g., reasoning, analysis, critical thinking, and
manner, matching-type items may be appropriate if you want to false (inaccurate/ incorrect). skills).
know whether your students can differentiate and match the -​ c. Matching-Type Test- It consists of two sets of
different approaches or terms to their definitions. items to be matched with each other based on a
-​ specified attribute GENERAL GUIDELINES IN WRITING MULTIPLE-CHOICE TEST
4. Are the test items realistic to the students? ITEMS
-​ Test items should be meaningful and realistic to the 2. Constructed-response type in which the learners are asked
learners. They should be relevant or related to their to formulate their own answers. The cognitive capabilities Writing multiple-choice items requires content
everyday experiences. The use of concepts, terms, or required to answer selected-response items are different from mastery, writing skills, and time. Only good and effective
situations that have not been discussed in the class or those required by constructed-response items, regardless of items should be included in the test. Poorly-Written test
that they have never encountered, read, or heard about content. require learners to supply answers to a given question items could be confusing and frustrating to learners.
should be minimized or avoided. This is to prevent or problem.
learners from making wild guesses, which will A. CONTENT
undermine your measurement of what they have really -​ These include: 1. Write items that reflect only one specific content and
learned from the class. a. Short Answer Test- It consists of open ended cognitive processing
questions or incomplete sentences that require learners 2. Do not lift and use statements from the textbook or other
Major categories and formats of traditional tests to create an answer for each item, which is typically a learning materials as test questions.
For the purposes of classroom assessment, traditional single word or short phrase. This includes the following 3. Keep the vocabulary simple and understandable based on the
tests fall into two general categories: types: level of learners/examinees.
i. Completion- It consists of incomplete 4. Edit and proofread the items for grammatical and spelling
1. Selected-response type in which learners select the correct statements that require the learners to fill in the blanks before administering them to the learners.
response from the given options require learners to choose the with the correct word or phrase.
correct answer or best alternative from several choices. While ii. Identification B. STEM
they can cover a wide range of learning materials very It consists of statements that require the learners to 1. Write the directions in the stem in a clear and
efficiently and measure a variety of learning outcomes, they are identify or recall the terms/concepts, people, places, or understandable manner.
limited when assessing learning outcomes that involve more events that are being described. 2. Write stems that are consistent in form and structure, that is,
complex and higher level thinking skills. iii. Enumeration present all items either in question form or in description or
It requires the learners to list down all possible answers declarative form.
-​ Selected-response tests include: to the question
3. Word the stem positively and avoid double negatives, such as 5. Include response options that are reasonable and realistic 7.​ Avoid lifting statements from the textbook and other
NOT and EXCEPT in a stem. If a negative word is necessary, and similar in length and grammatical form. learning materials
underline or capitalize the words for emphasis. 6. Provide more response options than the number of stimuli.
4. Refrain from making the stem too wordy or containing too The following are the general guidelines in writing good
much information unless the problem/question requires the TRUE - FALSE/ALTERNATIVE RESPONSE TEST and SHORT fill-in-the-blank or completion test items:
facts presented to solve the problem. ANSWER TEST 1.​ Omit only significant words from the statements
2.​ Do not omit too many words from the statement such
C. OPTIONS- SHORT ANSWER TEST that the intended meaning is lost
1. Provide three (3) to five (5) options per item, with only one ●​ It generally consists of a statement and deciding if the 3.​ Avoid obvious clues to the correct response.
being the correct or best answer/alternative. statement is true (accurate/correct) or false 4.​ Be sure that there is only one correct response
2. Write options that are parallel or similar in form and length (inaccurate/incorrect). 5.​ Avoid grammatical clues to the correct response
to avoid giving clues about the correct answer. ●​ It consists of open-ended questions or incomplete 6.​ If possible, put the blank at the end of a statement
3. Place options in a logical order (e.g, alphabetical, from sentences that require learners to create an answer for rather than at the beginning.
shortest to longest). each item, which is typically a single word or short
4. Place the correct response randomly to avoid a discernable phrase. This includes the following types: WHAT ARE THE GENERAL GUIDELINES IN WRITING ESSAY
pattern of correct answers. ○​ Completion, Identification, Enumeration TEST?
5. Use None-of-the-above carefully and only when there is one
absolutely correct answer, such as in spelling or math items. WHAT ARE THE GENERAL GUIDELINES IN WRITING TRUE ​ Teachers generally choose and employ essay tests over
6. Avoid All of the Above as an option, especially if it is intended OR FALSE ITEMS? other forms of assessment because essay tests require learners
to be the correct. to create a response rather that to simply select a response from
7. Make all options realistic and reasonable. ​ There are different variations of the true or false items. among alternatives.
These include the following:
WHAT ARE THE GENERAL GUIDELINES IN WRITING 1.​ T-F Correction or Modified True-or-False Questions They are preferred form of assessment when teachers
MATCHING-TYPE ITEMS? 2.​ Yes-No Variation- In this format, the learner has to want to measure learner's higher-order thinking skills,
choose yes or no, rather than true or false. particularly their ability to reason, analyze, synthesize, and
​ The matching test item format requires learners to 3.​ A-B Variation- In this format, the learner has to choose evaluate.
match a word, sentence, or phrase in one column (i.e., premise) A or B, rather than true or false. They also assess learner's writing abilities.
to a corresponding word, sentence, or phrase in a second
column (i.e., response). The following are the general guidelines in writing true or false MOST APPROPRIATE FOR ASSESSING LEARNERS:
items. ●​ Understanding of subject-matter content.
1. Clearly state in the directions the basis for matching the 1.​ Include statements that are completely true or ●​ Ability to reason with their knowledge of the subject.
stimuli with the responses. completely false. ●​ Problem-solving and decision skills.
2. Ensure that the stimuli are longer and the responses are 2.​ Use simple and easy-to-understand statements.
shorter. 3.​ Refrain from using negatives, especially double TWO TYPES OF ESSAY TEST:
3. For each item, include only topics that are related with one negatives. 1.​ EXTENDED-RESPONSE
another and share the same foundation of information. 4.​ Avoid using absolutes such as “always” and “never” -​ Requires much longer and complex responses.
4. Make the response options short, homogenous, and arranged 5.​ Express a simple idea to each test items 2.​ RESTRICTED-RESPONSE
in logical order. 6.​ Avoid the use of unfamiliar words or vocabulary -​ More focused and restrained
 -​ On the other hand, for non-mathematical problem
The following are the general guidelines in constructing solving, such as a case study, the teacher may a rubric
good essay questions: how their answers will be rated.
1. Clearly define the intended learning outcome to be assessed
by the essay test. The following are some of the general guidelines in
2. Refrain from using essay test for intended learning outcomes constructing good problem-solving test items:
that are better assessed by other kinds of assessment.
3. Clearly and situate the task within a problem situation as well 1. Identity and explain the problem clearly.
as the type of thinking required to answer the test. 2. Be specific and clear of the type of response required from
4. Present tasks that the fair, reasonable and realistic to the the students.
students. 3. Specify in the directions the bases for grading students’
5. Be specific in the prompts about the time allotment and answers/procedes.
criteria for grading the response.

What are the general guidelines in problem-solving test

items?

​ Problem-solving test items are used to measure

learner's ability to solve problems that require quantitative
knowledge and competencies and/or critical thinking skills.
​ These items present a problem situation or task that
will require learners to demonstrate work procedures or come
up with a correct solution. Full or partial credit can be assigned
to the answers, depending on the answers or solutions
required.

There are different variations of the quantitative

problem-solving items.

1.ONE ANSWER CHOICE- type of question contains four or five

options, and students are required to choose the best answer.
2. ALL POSSIBLE ANSWER CHOICES- has four or five options,
and the students are required to choose all of the options that
are correct,
3. TYPE-IN ANSWER- does not provide options to choose from.
Instead, the learners are asked to supply the correct answer.
-​ The teacher should inform the learners at the start how
their answer will be rated.