Assessment

and
Evaluation in
Mathematics
Prepared by: Ma’am Marn Ni
February 2024
 These are integral parts of
any educational system.
Assessment, Generally, these are a
Measurement, processes by which students
are given examinations and
and then given school marks or
Evaluation grades on the basis of what
they obtain in the
examinations.
 Assessment
•Refers to the different components and
activities of different schools. An act or
process of collecting and interpreting
information about student learning.
 Measurement
•It is the process of measuring the
individual’s intelligence, achievement,
personality, attitudes and values, and
anything that can be expressed
quantitatively. Therefore, measurement
is limited to the quantitative description
of an attribute; that is, it represents the
objective aspects of evaluation.
 Evaluation
•It is the process of determining the
extent to which instructional objectives
are attained. It involves measurements
and assigning qualitative meaning
through value judgments. Evaluation
represents both objective and
subjective approaches in assessing
student’s learning.
 Relationship

•Measurement focuses mainly on

quantifying the variable. Assessment
brings in qualitative descriptions and,
when value judgment is added to
these, it becomes an evaluation.
 LEARNING TASKS/ACTIVITIES SUMMATIVE TEST ARE
ARE EXAMPLES OF EXAMPLES OF ASSESSMENT.
MEASUREMENT.

Examples

GRADING PROCESS OF THE

LEARNER ARE CONSIDERED
AS THE EVALUATION.
 Instruments Used

A device, tangible or otherwise, used for Test is a type of measuring instrument whose Testing is one of the different methods used to
determining the quantity of achievement. general characteristic is that it forces responses measure the level of performance or achievement
from student’s skill, knowledge, attitude, etc. of the learners.
Classifications of Measuring
Instruments

Standardized tests Teacher-made tests

 A. According to Function
1. Psychological Test 2. Educational Test
a. Intelligence Test (Achievement Test,
b. Aptitude Test Formative Test,
c. Personality Test Summative Test,
d. Diagnostic Test Survey Test)

Standardized Tests
B. According to Construction

1. Structure Test

2. Unstructured Test

Standardized Tests
C. According to the Number
of Persons to Whom Test is
Administered

1. Individual Test

2. Group Test

Standardized Tests
D. According to the Degree to Which Words are Used in Test Items and Student
Responses

1. Verbal Test

2. Nonverbal Test

3. Performace Test

Standardized Tests
E. According to Difficulty of Items
1. Speed Test
2. Power Test

Standardized Tests
F. According to the Arrangement of Items

1. Scaled test
Standardized Tests
G. According to the Amount to be
Performed
1. Maximum Performance test
2. Typical performance test

Standardized Tests
 Qualities of a Good Measuring
Instrument

Validity Reliability Usability

 Instructional Objectives
• Characteristics of the Instructional
Objectives (SMART)
Specific
Measurable
Attainable
Realistic
Time-Bounded
 Taxonomy of Educational
Objectives
Bloom’s Taxonomy (1956, Benjamin S.
Bloom) - Revised Bloom’s taxonomy (2001,
Lorin Anderson and Krathwolh)
• Cognitive Domain
• Affective Domain
• Psychomotor Domain
The Current Assessment Tool DepEd
Implement
 • Is a plan prepared by a classroom
T teacher as a basis for test
construction especially in a periodic

O test. It is also a way of ensuring that

the number of questions on the test

S is adequate to ensure dependable

results that are not likely caused by
 Content Number Number Test
of Class of Items Placemen
Sessions t

1. Sets 3 8 1-8

2. Integers 3 7 9-15

. .
. .
. 50
One-way
TOS TOTAL 20 50
 Two-way TOS Cognitive Process Dimensions
No. % of # of Easy(60) Moderate(30) Difficult(10)
Of Distrib item

Total
Competencies Hou ution s Remem Unders App Analy Evalu Crea
rs bering tanding lying zing ating ting

7 17.5 8.75 1,2,3 22 30 41 7

8 20 10 4,5,6,7 19 23, 31,32 42 47 11

24

15 37.5 18.7 8,9,10,

5 11,12,13 20 25, 33,34,
26,27 35,36
43,
44
48,
49 18

10 25 14,15,
12.5 16,17,18 21 28, 37,38, 45, 50 14
29 39,40 46
TOTAL
 1. Prepare TOS
Construction of 2. The test should be
the Test- of different types of
Constructing test items/assessment
Teacher-Made format.
Test 3. Group all test items
with similar format.
 4. Clear, concise, and
Construction of
complete directions should
the Test- precede all types of test.
Constructing
Teacher-Made
5. There should be only
Test
one possible correct
response for each item in
the objective test.
 6. The test items should be
carefully worded to avoid
Construction of ambiguity.
the Test-
Constructing
Teacher-Made 7. Majority of the test
Test items should be of
moderate difficulty. Only very
few difficult and easy
items should be included.
 8. The test items included
should be arranged in
Construction of increasing order of difficulty,
the Test- that is, from easiest to the
Constructing most difficult.
Teacher-Made
Test
 9. Regular sequence in the
Construction of pattern of responses should
the Test- be avoided.
Constructing
Teacher-Made
10. Each test item should be
Test
independent. That is, leading
clues to other items should be
avoided.
 11. The test should not be
too short nor too long but it
Construction of can be completed within
the Test- the time alloted by all or
Constructing nearly all of the students.
Teacher-Made
Test
 12. Make the answer key that
Construction of contains all acceptable
the Test- answers.
Constructing
Teacher-Made
Test 13. Space the items for
easy reading.
 14. Keep items and option in
Construction of
the same page.
the Test-
Constructing
Teacher-Made 15. Place the illustrations near
Test
the description.
Construction of 16. Check the answer key.
the Test-
Constructing
Teacher-Made
Test 17. Decide upon the values of
scoring.
 Questions

• Which is the first step in planning an achievement test?

A. Define the instructional objective
B. Decide on the length of the test
C. Select the type of test items to use
D. Build a table of specification
 Questions

• In Krathwohl’s taxonomy of objectives in the affective, which is most

authentic?
A. Characterization
B. Organization
C. Responding
D. Valuing
 Questions

• NSAT and NEAT results are interpreted against set mastery level. This
means that NSAT and NEAT fall under ___________.
A. Intelligence test
B. Aptitude test
C. Criterion-referenced test
D. Norm-referenced test
 Questions

• Teacher A discovered that his pupils are very good in dramatizing. Which
tool must have helped him discover his pupil’s strength?
A. Portfolio Assessment
B. Performance Test
C. Journal Entry
D. Paper-and-Pencil Test
 Questions

• Quiz is to formative test while periodic is to ________.

A. Criterion-reference test
B. Summative test
C. Norm-reference test
D. Diagnostic test
 Questions

• Which holds to standardized tests?

A. They are used for comparative purposes
B. They are administered differently
C. They are scored according to different standards
D. They are used for assigning grades
 Questions

• In his second item analysis, Teacher H found out that more from the lower
group got the test item #6 correctly. This means that the test item _______.
A. Has a negative discriminating power
B. Has a lower validity
C. Has a positive discriminating power
D. Has a high reliability
 Questions

• Which guideline in test construction is NOT observed in this test item: Jose
Rizal wrote __________.
A. The central problem should be packed in the stem.
B. There must be only one correct answer.
C. Alternatives must have grammatical parallelism.
D. The alternates must be plausible.
 Questions

• After giving an input on a good paragraph, Teacher W asks her students to

rate a given paragraph along the elements of a good paragraph. The
students’ task is in level of __________.
A. Application
B. Analysis
C. Evaluation
D. Synthesis
 Questions

• In the parlance of test construction what does TOS mean?

A. Table of Specifics
B. Table of Specifications
C. Table of Specific Test Items
D. Team of Specifications
 Questions

• Which are direct measure of competence?

A. Personality Tests
B. Performance Tests
C. Paper-and-Pencil Tests
D. Standardized Test
 ASSESSMENT FORMAT AVERAGE TIME TO ANSWER
True or False 30 seconds
Multiple Choice 60 seconds
Multiple Choice of higher level
90 seconds
learning objectives
Short Answers 120 seconds
Completion 60 seconds
Matching Type 30 seconds
Short Essay 10-15 minutes
Extended Essay 30 minutes
Visual Image 30 seconds
 Multiple Choice
1.List the alternatives or options
Guidelines vertically not horizontally. Through
this, the items are easy to read and is
way less confusing, especially if the
alternatives are of any length.
2.Avoid unnecessarily unfamiliar
terminology. The difficulty of a test
item should evolve from the subject
matter instead of from the wording.
 Multiple Choice

Guidelines 3.Make the test item that is

practical or with real-world
applications to the students.
4.Make the alternatives mutually
exclusive.
 Multiple Choice
5.Do not use modifiers that are
Guidelines vague and whose meanings can
differ from one person to the
next such as much, often, usually,
etc.
6.Present alternatives in some
logical order.
 Multiple Choice

Guidelines 7.Present actual quotations from

secondary sources like published
books or newspapers when asked
to interpret or evaluate
quotations.
 Multiple Choice

Guidelines
8. When students are required to
apply concepts and principles,
use pictures if possible.
9. Avoid trivial questions.
 Multiple Choice

Guidelines 10.As much as possible, use only

one best answer or correct
answer format.
11.The options should be similar
to increase the difficulty of the
item.
 Multiple Choice

Guidelines 12.Avoid the use of unnecessary

phrases or words, which are not
relevant to the problem.
13. Use tables, figures, or
graphs/charts when asking
question to interpret.
 Multiple Choice
14.As much as possible, do not use
Guidelines “none of the above” options when
asking for a BEST answer. The
alternative “none of the above”
does not determine whether the
student knows the correct
answer, but only that he/she
knows the distractors aren’t not
correct.
 Multiple Choice

Guidelines 15.Avoid using the options or

alternatives “all of the above”
because it is usually the correct
answer and makes the item too
easy for the examinee with
partial knowledge.
 Multiple Choice

Guidelines
16.The length, explicitness, or
degree of technicality of
alternatives should not be the
determinants of the correctness
of the answer.
 Multiple Choice

Guidelines
17. Use three to five options to
discourage guessing.
18.Do not use double negatives.
 True or False

Guidelines
1. Avoid writing a very long
statement. Eliminate
unnecessary word(s) in the
statement. Keep sentences
short.
 True or False
2. Avoid trivial questions
Guidelines
3. Avoid using negative or double
negatives. Construct the
statement positively. If this
cannot be avoided, bold
negative or underline it to call
the attention of the examinees.
 True or False
4. Avoid using specific determiners
Guidelines like “all”, “always”, “never”,
“none”, “nothing” because they
are likely to be false. Moreover,
determiners like “sometimes”,
“usually”, and “often” should
also be avoided because they
are more likely to be true.
 True or False

Guidelines 5. The number of true and false

items should be equal.
6. Do not give a hint in the body of
the statement.
7. Avoid tricky statements.
 True or False
8. Avoid the exact wording from
Guidelines the textbook to minimize rote
learning.
9. Avoid a disproportionate
number of either true or false
statements or even patterns in
the occurrence of true and false
statements.
 True or False

Guidelines
10.Avoid arranging the statements
with a pattern of answers.
11.Directions should indicate where
or how the students should mark
their answer. Do not use the
names instead of T or F, True or
False as their answers.
 True or False

Guidelines
10.Avoid arranging the statements
with a pattern of answers.
11.Directions should indicate where
or how the students should mark
their answer. Do not use the
names instead of T or F, True or
False as their answers.
 Matching Type
1. Include only homogeneous materials in
each matching type item.
Guidelines
2. The item column must be placed at the
left and the response column at the right.
3. The item column (Column A) should be
numbered and the response column
(Column B) should be alphabetized to
facilitate the selection of the correct
answer. All answers must be written in
letters
Matching Type
Completion Type or Short Answer Test
Essay Tests
 Questions

• Which test has broad sampling of topics as strength?

A. Objective Test
B. Short Answer Test
C. Essay Test
D. Problem Type
 Questions

• The test item “Group the following items according to shape is a though test
item on _______.
A. Creating
B. Classifying
C. Generalizing
D. Comparing
 Questions

• Out of 3 distracters in a Multiple Choice test item, namely B, C, and D, no

pupil chose D as answer. This implies that D is _________.
A. An ineffective distracter
B. A vague distracter
C. An effective distracter
D. A plausible distracter
 Questions

• If teacher wants to test students’ ability to organize ideas, which type of test
should formulate?
A. Multiple-Choice Type
B. Short Answer
C. Essay
D. Technical Problem
 The Mean or Arithmetic Mean

• Most frequently used measure of central tendency because it is easily

understood and is based on all sets of test scores; hence, it summarizes a lot
of information.
• In addition to the information it provides, it is also a prerequisite that needs
to be determined before other important measures can be computed.
 The Mean or Arithmetic Mean

• The implication is that the students who got scores below the mean did not
perform well in the said assessment.
• Students who got scores higher than the mean performed well in the
assessment conducted.
 Mean of Grouped Date

• In the form of a frequency distribution is applied when the number of cases

(N) is 30 or more.
• Frequency distribution id the number of observations failing in a category.
 Mean of Grouped Date
•Mean Midpoint Method
 Mean of Grouped Date
•Mean Midpoint Method
 Mean of Grouped Date
•Mean Midpoint Method
 Mean of Grouped Date

• Mean Class-deviation Method

The Standard Deviation
The Normal Distribution and Standard Scores
Measures of Skeness and Kurtosis
Measures of Correlation
 Questions

• Are percentile rank the same as percentage correct?

A. It cannot be determined unless scores are given
B. It cannot be determined unless the number of examinees is given.
C. No
D. Yes
 Questions

• In which competency do my students find the greatest difficulty? IN the

item with a difficulty index of _________.
A. 0.1
B. 0.9
C. 0.5
D. 1.0
 Questions

• Standard deviation is to variability as mean is to ____________.

A. Coefficient of Correlation
B. Central Tendency
C. Discrimination index
D. Level of difficulty
 Questions

• Students’ scores on a test were: 72, 72, 73, 74, 76, 78, 81, 83, 85. The score 76
is the _________.
A. Mode
B. Average
C. Mean
D. Median
 Questions

• Test norms are established in order to have a basis for ____________.

A. Establishing learning goals
B. Interpreting test results
C. Computing grades
D. Identifying pupils’ difficulties
 Questions

• Which applies when skewness is zero?

A. Mean is greater than the median
B. Median is greater than mean
C. Scores have three modes
D. Scores are normally distributed
 Questions

• Which measure(s) of central tendency separate(s) the top half of the group
from the bottom half?
A. Median
B. Mean
C. Median and Mean
D. Mode
 Questions

• Which is most implied by a negatively skewed score distribution?

A. The scores are evenly distributed from left to the right
B. Most pupils are achievers
C. Most of the scores are low
D. Most of the scores are high
 Questions

• What is the mean of this score distribution: 4, 5, 6, 7, 8, 9, 10?

A. 7
B. 6
C. 8.5
D. 7.5
 Questions

• Standard deviation is to variability as mode to _____________.

A. Level of difficulty
B. Discrimination
C. Correlation
D. Central Tendency
Grading System in the New Normal
Computation of Final Grades
 Questions

• Which describes norm-referenced grading?

A. The performance of the group
B. What constitutes a perfect score
C. The students’ past performance
D. An absolute standard
 Questions

• What can be said of peter who obtained a score of 75 in a grammar objective

tests?
A. He answered 75 items in the test correctly
B. He answered 75% of the test items correctly
C. His rating is 75
D. He performed better than 5% of his classmates