SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.

National Highway, Crossing Rubber, Tupi, South Cotabato

COLLEGE OF TEACHER EDUCATION

___________________________________________________

LEARNING MODULE
FOR
ASSESS 311 ASSESSMENT IN LEARNING 1
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WEEK 7

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 COURSE OUTLINE

COURSE CODE : ASSESS 311

TITLE : Assessment in Learning 1
TARGET POPULATION : All THIRD YEAR EDUCATION students

Overview:

This course focuses on the principles, development and utilization of conventional assessment
tools to improve the teaching-learning process. It emphasizes on the use of assessment of, as, and
for, in measuring knowledge, comprehension and other thinking skills in the cognitive, psychomotor of
affective domains. It allows students to go through the standard steps in test construction and
development and the application in grading systems.

General Objectives:

a. Understand the different principles on the foundation of assessment in learning

b. Explain the role of assessment in teaching learning process
c. Demonstrate the skills of the learned concepts, principles, and theories of assessing learning
d. Apply the general guidelines on the process of development and administering tests
e. Practice the necessary skills on analysis, interpretation, and use of test data
f. Show appreciation on the importance of assessment in the teaching learning process

The following are the topics to be discussed:

Week 7 What Are the Different Classifications of Assessments

Week 8 Planning a Written Test Items
Week 9 What are the General Steps in Developing a Table of Specifications?
What are the Different Formats of a Test table of Specifications?
Week 10 Construction of Written Tests
Week 11 What Are The General Guidelines in Writing Multiple-Choice Test Items?
What Are The General Guidelines in Writing Matching-Type Items?

Instruction to the Learners

Each chapter in this module contains a major lesson involving the Outcomes- Based Education.
The units are characterized by continuity, and are arranged in such a manner that the present unit is
related to the next unit. For this reason, you are advised to read this module. After each unit, there are
exercises to be given. Submission of task given will be during your scheduled class hour.

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 WEEK 7
What are the different classifications of assessment?

The different forms of assessment are classified according to purpose, form, interpretation of
learning, function, ability, and kind of learning.

Classification Type
Purpose Educational
Psychological
Form Paper-and-Pencil
Performance-based
Function Teacher-made
Standardized
Kind of Learning Achievement
Aptitude
Ability Speed
Power
Interpretation of Learning Norm-referenced
Criterion-referenced

When do we use educational and psychological assessments?

Educational assessments are used in the school setting for the purpose of tracking the growth of
learners and grading their performance. This assessment in the educational setting comes in the form
of formative and summative assessment. These work hand-in-hand to provide information about
student learning. Formative assessment is a continuous process of gathering information about
student learning at the beginning, during, and after instruction so that teachers can decide how to
improve their instruction until learners are able to meet the learning targets. When the learners are
provided with enough scaffold as indicated by the formative assessment, then the summative
assessment is conducted. The purpose of summative assessment is to determine and record what the
learners have learned. On the other hand, the purpose of formative assessment is to track and monitor
student learning and their progress toward the learning target. Formative assessment can be any form
of assessment (Paper-and-pencil or performance-based) that is conducted before, during, and after
instruction. Before instruction begins, formative assessment serves as diagnostic tool to determine
whether learners already know about the learning target. More specifically, formative assessment
given at the start of the lesson determines the following:
1. What learners know and do not know so that instruction can supplement what learners do not
know.
2. Misconceptions of learners so that they can be corrected.
3. Confusion of learners so that they can be clarified.
4. What learners can and cannot do so that enough practice can be given to perform the task.

The information from educational assessment at the beginning of the lesson is used by the teacher
to prepare relevant instruction for learners. For example, if the learning target is for learners to
determine the by-product of photosynthesis, then the teacher can ask learners if they know what the
food of plants is. If incorrect answers are provided, then the teacher can recommend references for
them to study. If the learning target is for learners to divide a three-digit number by a two-digit number,
then the teacher can start with a three-item exercise on the task to identify who can and cannot
perform task. For those who can do the task, the teacher can provide more exercises; for those who

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cannot, necessary direct instruction can be provided. At this point of instruction, the results of the
assessment are not graded because the information is used by the teacher to prepare relevant ways
to teach.

Educational assessment during instruction is done where the teacher stops at certain parts of the
teaching episodes to ask learners questions, assign exercises, short essays, board work, and other
tasks. If the majority of the learners are still unable to accomplish the task, then the teacher realizes
that further instruction is needed by learners. The teacher continuously provides a series of practice
drills and exercises until the learners are able meet the learning target. These drills and exercises are
meant to make learners consolidate the skill until they can execute it with ease. At this point of the
instruction, the teacher should be able to see the progress of the learners in accomplishing the task.
The teacher can require the learners to collect the results of their drills and exercises so that learners
can track their own progress as well. This procedure allows learners to become active participants in
their own learning. At this point of the instruction, the results of assessment are no yet graded because
the learners are still in the process of reaching the learning target; and some learners do not progress
at the same rate as the others.

When the teacher observes that majority or all of the learners are able to demonstrate the learning
target, then the teacher can now conduct the summative assessment. It is best to have a summative
assessment for each learning target so that there is evidence that learning has taken place. Both the
summative and formative assessments should be aligned to the same learning target; in this case,
there should be parallelism between the tasks provided in the formative and summative assessment.

Psychological assessments, such as tests and scales, are measures that determine the learners’
cognitive and non-cognitive characteristics. Examples of cognitive tests are those that measure ability,
aptitude, intelligence, and critical thinking. Affective measures are for personality, motivation, attitude,
interest, and disposition. The results of these assessments are used by the school’ s guidance
counselor to perform interventions on the learners’ academic, career, and social and emotional
development

When do we use paper-and-pencil and performance-based type of assessment?

Paper-and-pencil types of assessments are cognitive tasks that require a single correct answer.
They usually come in the form of test types, such as binary (true or false), short answer (identification),
matching type, and multiple choice. The items usually pertain to a specific cognitive skill, such as
recalling, understanding, applying, analyzing, evaluating, and creating. On the other hand,
performance-based type of assessments requires learners to perform tasks, such as demonstrations,
arrive at a product, show strategies, and present information. The skills applied are usually complex
and require integrated skills to arrive at the target response. Examples include writing essay, reporting
in front of the class, reciting a poem, demonstrating how a problem was solved, creating a word
problem, reporting the results of an experiment, dance and song performance, painting and drawing,
playing a musical instrument, etc. Performance-based tasks are usually open-ended, and each learner
arrives with various possible responses.

The use of paper-and-pencil and performance-based tasks depends on the nature and content of
the learning target. Below are examples of learning targets that require a paper-and-pencil type of
assessment:
 Identify the part of the plants
 Label the parts of the microscope
 Compute the compound interest
 Classify the phase of a given matter
 Provide the appropriate verb in the sentence
 Identify the type of sentence

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Below are learning targets that require performance-based assessment:
 Varnish a wooden cabinet
 Draw a landscape using paintbrush in the computer
 Write a word problem involving multiplication of polynomials
 Deliver a speech convincing your classmates that you are a good candidate for the student
council
 Write an essay explaining how humans and plants benefit from each other
 Mount a plant specimen on a glass slide

How do we distinguish teacher-made from standardized tests?

Standardized tests have fixed directions for administering and scoring. They can be purchased
with test manuals, booklets, and answer sheets. When these tests were developed, the items were
sampled on a large number of target groups called the norm. The norm group’ s performance is used
to compare the results of those who took the test.

Category Specific Visit the site for their description

Example
Intelligence Wechsler [Link]
test Adult
Intelligence
Scale
Achievement Metropolitan [Link]
test Achievement
Test
Aptitude test Raven’ s [Link]
Progressive NeuropsychologyandLanguage/AdultGeneralAbilities/Ravens-
Matrices Progressive-Matrices/[Link]
Critical Watson Glaser [Link]
thinking test Critical
Thinking
Appraisal
Interest test RIASEC [Link]
Markers
Scale
Personality NEO [Link]
test Personality
Inventory

Non-standardized or teacher-made tests are usually intended for classroom assessment. They are
used for classroom purposes, such as determining whether learners have reached the learning target.
These intend to measure behavior (such as learning) in line with the objectives of the course.
Examples are quizzes, long tests, and exams. Formative and summative assessments are usually
teacher-made tests.
Can a teacher-made test become a standardized test? Yes, as long as it is valid, reliable, and with
a standard procedure for administering, scoring, and interpreting results.

What information is sought from achievement and aptitude tests?

Achievement tests measure what learners have learned after instruction or after going through a
specific curricular program. Achievement tests provide information on what learners can do and have
acquired after training and instruction. Achievement is a measure of what a person has learned within
or up to a given time (Yaremko et al. 1982). It is a measure of the accomplished skills and indicates
what a person can do at present (Atkinson 1995). Kimball (1989) explained the traditional and

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alternative views on the achievement of learners. He noted that the greater the number of courses
taken by learners and their more extensive classroom experience with a subject may give them an
advantage. Achievement can be measured by a variety of means. Achievement can be reflected in the
final grades of learners within a quarter. A quarterly test composed of several learning targets is also a
good way of determining the achievement of learners. It can also be measured using achievements
tests, such as the Wide Range Achievement Test, California Achievement Test, and Iowa Test for
Basic Skills.

According to Lohgman (2005), aptitudes are the characteristics that influence a person’ s
behavior that aid goal attainment in a particular situation. Specifically, aptitude refers to the degree of
readiness to learn and perform well in a particular situation or domain (Corno et al. 2002). Examples
include the ability to comprehend instructions, manage one’ s time, use previously acquired
knowledge appropriately, make good inferences and generalizations, and manage one’ s emotions.
Other developments have also led to the conclusion that assessment of aptitude can go beyond
cognitive abilities. An example is the Cognitive Abilities Measurement that measures working memory
capacity, ability to store old information and process new ones, and speed of an individual in retrieving
and processing new information (Kyllonen and Christal 1989). Magno (2009) also created a taxonomy
of aptitude test items. The taxonomy provides item writers with a guide on the type of items to be
included when building an aptitude test depending on the skills specified. The taxonomy includes 12
classifications categorized as verbal and nonverbal. The schemes in the verbal category include
verbal analogy, syllogism, and number or letter series; the nonverbal is composed of topology, visual
discrimination, progressive series, visualization, orientation, figure ground perception, surface
development, object assembly, and picture completion.

How do we differentiate speed from power test?

Speed tests consist of easy items that need to be completed within a time limit. Power tests consist
of items with increasing level of difficulty, but time is sufficient to complete the whole test. An example
of a power test was the one developed by the National Council Of Teachers of Mathematics that
determines the ability of the examinees to utilize data to reason and become creative, formulate, solve,
and reflect critically on the problems provided. An example of a speed test is a typing test in which
examinees are required to correctly type as many words as possible given a limited amount of time.

How do we differentiate norm-referenced from criterion-referenced test?

There are two types of test based on how the scores are interpreted: norm-referenced and
criterion-referenced tests. Criterion-referenced test has a given set of standards, and the scores are
compared to the given criterion. For example, in a 50-item test: 40-50 is very high, 30-39 is high, 20-29
is average, and 10-19 is low, and 0-9 is very low. One approach is criterion-referenced interpretation is
that the score is compared to a specific cutoff. An example is the grading in schools where the range of
range of grades 96-100 is highly proficient, 90-95 is proficient, 80-89 is nearly proficient, and below 80
is beginning. The norm-referenced test interprets results using the distribution of scores of a sample
group. The mean and standard deviations are computed for the group. The standing of every
individual in a norm-referenced test is based on how far they are from the mean and standard
deviation of the sample. Standardized tests usually interpret scores using a norm set from a large
sample.

Having an established norm for a test means obtaining the normal or average performance in the
distribution of scores. A normal distribution is obtained by increasing the sample size. A norm is a
standard and is based on a very large group of samples. Norms are reported in the manual of
standardized tests.
A normal distribution found in the manual takes the shape of a bell curve. It shows the number of
people within a range of scores. It also reports the percentage of people with particular scores. The
norm is used to convert a raw score into standard scores for interpretability.

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 What is the use of a norm? (1) A norm is the basis of interpreting a test score. (2) A norm can be
used to interpret a particular score.

ACTIVITY #7
Discussion and Exercise Questions
Directions: Read and understand this module. Provide what is being asked. Write your answer in a
long bond paper (Hand written) and attach it to the last page of this module.
Tasks: Case Analysis
A. Below is an illustrative scenario. Provide your answers to the questions based on the information
presented.
Case
A teacher in Mathematics wanted to determine how well the learners have learned their lesson on
fractions. After two weeks of drills and exercises, the teacher wanted to record how well the learners
have learned about fractions. The specific learning competencies taught by the teacher are (1) adding
similar fractions and (2) solving word problems involving the addition of similar fractions. The school
has an available standardized test on mathematics, but it covers many topics aside from fraction.

What information does the math teacher

want to determine among the learners?

What is the specific learning target that the

math teacher wants to assess?

Is the math teacher assessing learning

progress or what learners have learned?

Given your specific learning target, which

form of assessment is appropriate?

How will the math teacher interpret the

results if the learners have learned?

End of week seven

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 Week 8
Planning a Written Test

Why do we need to define the test objectives or learning outcomes targeted for assessment?

In designing a well-planned written test, first and foremost, you should be able to identify the
intended learning outcomes in a course, where a written test is an appropriate method to use. These
learning outcomes are knowledge, skills, attitudes, and values that every student should develop
throughout the course. Clear articulation of learning outcomes is a primary consideration in lesson
planning because it serves as the basis of evaluating the effectiveness of the teaching and learning
process determined through testing or assessment. Learning objectives or outcomes are measurable
statements that articulate, at the beginning of the course, what students should know and be able to do
or value as a result of taking the course.

What are the objectives for testing?

In developing a written test, the cognitive behaviors of learning outcomes are usually targeted. For
the cognitive domain, it is important to identify the levels of behavior expected from the students.
Traditionally, Bloom’ s Taxonomy was used to classify learning objectives based on levels of
complexity and specificity of the cognitive behaviors. With knowledge at the base (e.i., lower-order
thinking skill), the categories progress to comprehension, application, analysis, synthesis, and
evaluation. However, Anderson and Krathwohl, Bloom’ s student and research partner, respectively,
came up with a revised taxonomy, in which the nouns used to represent the levels of cognitive
behavior were replaced by verbs, and the synthesis and evaluation were switched. (Figure 4.1
presents the two taxonomies.)

Bloom (1956)
Create
Evaluation
Evaluate
Synthesis

Analyze
Analysis

Apply
Application

Comprehension
Comprehension

Remember
Knowledge

Figure 4.1. Taxonomies of Instructional Objects

In developing the cognitive domain of instructional objectives, key verbs can be used. See Lesson
2 for the sample objectives in the RBT Framework.

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What is a table of specifications?

A table of specifications (TOS), sometimes called a test blueprint, is a tool used by teachers to
design a test. It is a table that maps out the test objectives, contents, or topics covered by the test; the
levels of cognitive behaviour to be measured; the distribution of items, number, placement and weights
of test items; and the test format. It helps ensure that the course’ s intended learning outcomes,
assessments, and instruction are aligned.

Generally, the TOS is prepared before a test is created. However, it is ideal to prepare one even
before the start of instruction. Teachers need to create a TOS for every test that they intend to develop.
The test TOS is important because it does the following:
- Ensures that the instructional objectives and what the test captures match
- Ensures that the test developer will not overlook details that are considered essential to a good
test
- Makes developing a test easier and more efficient
- Ensures that the test will sample all important content areas and processes
- Is useful in planning and organizing
- Offers an opportunity for teachers and students to clarify achievements expectations

ACTIVITY # 8
Discussion and Exercise Questions

Directions: Read and understand this module. Provide what is being asked. Write your answer in a
long bond paper (Hand written) and attach to the last page of this module.

Task: To be able to check whether you have learned the important information about planning the test,
please provide your answers to the questions given in the graphical representation.

Planning
the Test

Setting Test Creating

Objectives Table of
Specification

Why How to set? What are Why How to What are

define? levels of create? create? the types?
thinking
skills?

End of week eight

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 Week 9
What are the general steps in developing a table of specifications?

Learner assessment within the framework of classroom instruction requires planning. The
following are the steps in developing a table of specifications:

1. Determine the objectives of the test. The first step is to identify the test objectives. This should be
based on the instructional objectives. In general, the instructional objectives or the intended learning
outcomes are identified at the start, when the teacher creates the course syllabus. There are three
types of objectives: (1) cognitive, (2) affective, and (3) psychomotor. Cognitive objectives are designed
to increase an individual’ s knowledge, understanding, and awareness. On the other hand, affective
objectives aim to change an individual’ s attitude into something desirable, while psychomotor
objectives are designed to build physical or motor skills. When planning for assessment, choose only
the objectives that can be best capture by a written test. There are objectives that are not meant for a
written test. For example, if you test the psychomotor domain, it is better to do a performance-based
assessment. There are also cognitive objectives that are sometimes better assessed through
performance-based assessment. Those that require the demonstration of creation of something
tangible like projects would also be more appropriately measured by performance-based assessment.
For a written test, you can consider cognitive objectives, ranging from remembering to creating of
ideas that could be measured using common formats for testing, such as multiple choice, alternative
response test, matching type, and even essays or open-ended tests.
2. Determine the coverage of the test. The next step in creating the TOS is to determine the
contents of the test. Only topics or contents that have been discussed in class and are relevant should
be included in the test.
3. Calculate the weight for each topic. Once the test coverage is determined, the weight of each
topic covered in the test is determined. The weight assigned per topic in the test is based on the
relevance and the time spent to cover each topic during instruction. The percentage of time for a topic
in a test is determined by dividing the time spent for that topic during instruction by the total amount of
time spent for all topics covered in the test. For example, for a test on the theories of personality for
general psychology 101 class, the teacher spent ¼ to 1 ½ hours class sessions. As such, the weight
for each topic is as follows:
Topic No. of Sessions Time Spent Percentage of Time
(Weight)

Theories and 0.5 Class session 30 min 10.0

Concepts
Psychoanalytic 1.5 Class sessions 90 min 30.0
Theories
Trait Theories 1 Class session 60 min 20.0
Humanistic Theories 0.5 Class session 30 min 10.0
Cognitive Theories 0.5 Class session 30 min 10.0
Behavioural Theories 0.5 Class session 30 min 10.0
Social Learning 0.5 Class session 30 min 10.0
Theories
TOTAL 5 Class sessions 300 min or 5 hours 100

4. Determine the number of items for the whole test. To determine the number of items to be
included in the test, the amount of time needed to answer the items are considered. As a general rule,
students are given 30-60 seconds for each item in test formats with choices. For a one-hour class, this
means that the test should not exceed 60 items. However, because you need also to give time for test
paper/booklet distribution and giving instructions, the number of items should be less, maybe just 50

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items.
5. Determine the number of items per topic. To determine the number of items to be included in the
test, the weights per topic are considered. Thus, using the examples above, for a 60-item final test,
theories & concepts, humanistic theories, cognitive theories, behavioural theories, and social learning
theories will have 5 items, trait theories – 10 items, and psychoanalytic theories – 15 items.

Topic Percent of Time (Weight) No. of Items

Theory & Concepts 10.0 5
Psychoanalytic Theories 30.0 15
Trait Theories 20.0 10
Humanistic Theories 10.0 5
Cognitive Theories 10.0 5
Behavioural Theories 10.0 5
Social Learning Theories 10.0 5
TOTAL 100 50 Items

What are the different formats of a test table of specifications?

There are three (3) types of TOS: (1) one-way, (2) two-way, and (3) three-way
1. One-way TOS. One-way TOS maps out the content or topic, test objectives, number of hours spent,
and format, number, and placement of items. This type of TOS is easy to develop and use because it
just works around the objectives without considering the different levels of cognitive behaviours.
However, a one-way TOS cannot ensure that all level of cognitive behaviours that should have been
developed by the course are covered in the test.

Topic Test Objective No. of Hours Format and No. and Percent
Spent Placement of of items
items
Theories and Recognize 0.5 Multiple choice 5 (10.0 %)
Concepts important item #s 1-5
concepts in
personality
theories
Psychoanalytic Identify the 1.5 Multiple choice 15 (30.0 %)
Theories different theories item #s 6-20
of personality
under the
psychoanalytic
model
Etc.
TOTAL 5 50 (100 %)

2. Two-way TOS. A two-way TOS reflects not only the content, time spent, and number of items but
also the levels of cognitive behaviour targeted per test content based on the theory behind cognitive

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testing. For example, the common framework for testing at present in the DepEd classroom
assessment policy is the revised bloom’ s taxonomy (DepEd, 2015). One advantage of this format is
that it allows one to see the levels of cognitive skills and dimensions of knowledge that are
emphasized by the test. It also shows the framework of assessment used in the development of the
test. However, this format is more complex than the one-way format.

Content Time No. & KD* Level of Cognitive Behaviour, Item Format, No.
Spent Percent and Placement of Items
of Items R U AP AN E C
Theories and 0.5 5 F I.3
Concepts Hours (10.0 %) #1-3
C I.2
#4-5
Psychoanalytic 1.5 15 F I.2
Theories Hours (30.0 %) #6-7
C I.2 I.2
#8-9 #10-11
P I.2 1.2
#12-13 #14-15
M 1.3 II.1 II.1
#16-18 #41 #42
Etc.
Scoring 1 point per item 2 points per item 3 points per
item
OVERALL 5 50 20 20 10
TOTAL (100.0 %)

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Another presentation is shown below:

Content Time No. of Level of Cognitive Behaviour and Knowledge

Spent Items Dimension*, Item Formats, No. and Placement of Items
R U AP AN E C
Theories and 0.5 5 I.3 #1-3 I.2 #4-5
Concepts Hours (10.0 %) (F) (C)
Psychoanalytic 1.5 15 I.2 #6-7 I.2 #8-9 I.2 1.2 II.1 #41 II.1 #42
Theories Hours (30.0 %) (F) (C) #10-11 #14-15 (M) (M)
(C) (P)
I.2 1.3
#12-13 #16-18
(P) (M)
Etc.
Scoring 1 point per item 2 points per item 5 points per item
OVERALL 50 20 20 10
TOTAL (100.0 %)
*Legend: KD* = Knowledge Dimension (Factual, Conceptual, Procedural, Metacognitive)
I – Multiple Choice; II – Open – Ended

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3. Three-way TOS. This type of TOS reflects the features of one-way and two-way TOS. One
advantage of this format is that it challenges the test writer to classify objectives based on the theory
behind the assessment. It also shows the variability of thinking skills targeted by the test. However, it
takes a much longer to develop this type of TOS.

Content Learning Time No. of Level of Cognitive Behaviour and

Objective Spent items Knowledge Dimension*, Item Format, No.
and Placement of Items
R U AP AN E C
Theories and Recognize 0.5 5 I.3 I.2
Concepts important hours (10.0 %) #1-3 #4-5
concepts in (F) (C)
personality
theories
Psychoanalytic Identify the 1.5 15 I.2 I.2 I.2 1.2 II.1 II.1
Theories different hours (30.0 %) #6-7 #8-9 #10-11 #14-15 #41 #42
theories of (F) (C) (C) (P) (M) (M)
personality I.2 1.3
under #12-13 #16-18
psychoanalytic (P) (M)
model
Etc.
Scoring 1 point per 3 points per item 5 points per
item item
OVERALL 50 20 20 10
TOTAL (100.0 %)
*Legend: KD* = Knowledge Dimension (Factual, Conceptual, Procedural, Metacognitive)
I – Multiple Choice; II – Open – Ended

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 ACTIVITY # 9
Discussion and Exercise Questions
Directions: Read and understand this module. Provide what is being asked. Write your answer in a
long bond paper (Hand written) and attach to the last page of this module.

Task: Supposed you are currently teaching. Apply what you have learned by creating a two-way
TOS of the final exam of your class. Take into consideration the content or topic, time spent for each
topic; knowledge dimension; and item format, number, and placement for each level of cognitive
behavior.

End of week nine

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 Week 10

Construction of Written Tests

What are the general guidelines in choosing the appropriate test format?
Not every test is universally valid for every type of learning outcome. For example, if an intended
outcome for a Research Method 1 course is “ to design and produce a research study relevant to
one’ s field of study,” you cannot measure this outcome through a multiple-choice test or a
matching-type test.
To guide you on choosing appropriate test format and designing fair and appropriate yet
challenging tests, you should ask the following important questions:
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 outcomes (DLOs) are statements of what learners are expected to do or demonstrate as
result of engaging in the learning process. It is suggested that you return to Lesson 4 to review on how
to set or write instructional objectives or intended learning outcomes for a subject.

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 guide you in choosing the appropriate test format. For example, if you intend to assess
how much your learners are able to identify important concepts discussed in class (i.e., remembering
or understanding level), a selected-response format such as multiple-choice test would be appropriate.
However if you intend to assess how your students will be able to explain and apply in another setting
a concept or framework learned in class (i.e., applying and/or analyzing level), you may consider
giving constructed-response test formats such as essays.
It is important that when constructing classroom assessment tools, all levels of cognitive behaviors
are represented-from Remembering (R), Understanding (U), Applying (Ap), Analyzing (An), Evaluating
(E), and Creating (C)_ and taking into consideration the Knowledge Dimensions, i.e., Factual (F),
Conceptual (C), Procedural (P), and Metacognition (M). You may return to Lesson 2 and Lesson 4 to
review the different levels of Cognitive Behavior and Knowledge Dimensions.

3. Is the test matched or aligned with the course’ s DLOs and the course contents or learning
activities?

The assessment task should be aligned with the instructional activities and the DLOs. Thus, it is
important that you are clear about what DLOs are to be addressed by your test and what course
activities or tasks are to be implemented to achieve the DLOs.

For example, if you want learners to articulate and justify their stand on ethical decision-making
and social responsibility practices in business (i.e., DLO), then an essay test and class debate are
appropriate measures and tasks for this learning outcome. A multiple-choice test may be used but only
if you intend to assess learners’ ability to recognize what is ethical versus unethical decision-making
practice. In the same manner, matching-type items may be appropriate if you want to know whether
your students can differentiate and match the different approaches or terms to their definitions.

4. Are the test items realistic to the students?

Test items should be meaningful and realistic to the learners. They should be relevant or related to
their everyday experiences. The use of concepts, terms, or situations that have not been discussed in

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the class or that they have never encountered, read, or heard about should be minimized or avoided.
This is to prevent learners from making wild guesses, which will undermine your measurement of what
they have really learned from the class.

What are the major categories and formats of traditional tests?

For the purposes of classroom assessment, traditional tests fall into two general categories: (1)
selected-response type, in which learners select the correct response from the given options, and (2)
constructed-response type, in which the learners are asked to formulate their own answers. The
cognitive capabilities required to answer selected-response items are different from those required by
constructed-response items, regardless of content.
Selected-Response Tests require learners to choose the correct answer or best alternative from
several choices. While they can cover a wide range of learning materials very efficiently and measure
a variety of learning outcomes, they are limited when assessing learning outcomes that involve more
complex and higher-level thinking skills. Selected-response tests include:
 Multiple Choice Test. It is the most commonly used format in formal testing and typically
consists of a stem (problem), one correct or best alternative (correct answer), and three or more
incorrect or inferior alternatives (distractors).
 True-False or Alternative Response Test. It generally consists of a statement and deciding if
the statement id true (accurate/correct) or false (inaccurate/incorrect).
 Matching-Type Test. It consists of two sets of items to be matched with each other based on a
specific attribute.
Constructed-Response Tests require learners to supply answer to a given question or problem.
These include:
 Short Answer Test. It consists of open-ended questions or incomplete sentences that require
learners to create an answer for each item, which is typically a single word or short phrase. This
includes the following types:
o Completion. It consists of incomplete statements that require the learners to fill in the
blanks with the correct word or phrase.
o Identification. It consists of statements that require the learners to identify or recall the
terms/concepts, people, places, or events that are being described.
o Enumeration. It requires the learners to list down all possible answers to the question.
 Essay Test. It consists of problems/questions that require learners to compose or construct
written responses, usually long ones with several paragraphs.
 Problem-Solving Test. It consists of problems/questions that require learners to solve
problems in quantitative or non-quantitative setting using knowledge and skills in mathematical
concepts and procedures, and/or other higher-order cognitive skills (e.g., reasoning, analysis,
critical thinking, and skills).

ACTIVITY # 10
Discussion and Exercise Questions
Directions: Read and understand this module. Provide what is being asked. Write your answer in a
long bond paper (Hand written) and attach to the last page of this module.

Task: Assumed that you are currently teaching. Create an assessment plan for a particular subject. For
each subject, list down the desired learning outcomes and subject topic or lesson; and for each
desired learning outcome, identify the appropriate test format to assess learners’ achievement of the
outcome. Example is provided below.

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Example of an Assessment Plan:
Subject: Economics
Desired Learning Outcomes Topic/Lesson Types of Test
e.g., Show understanding of Definition of demand and Multiple-choice; true or false,
the concept of demand and supply, shortage, surplus, and matching type, and completion
supply market equilibrium test
Effects of change of demand
and supply on the market price
Apply the concepts of demand Exchange Rate Essay, problem sets, case
and supply in actual cases Change in the Price of Goods analysis, and exercises
in the Market
Price Ceiling and Price Floor

Subject: ____________

End of week ten

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 Week 11

What are the general guidelines in writing multiple-choice test items?

Writing multiple-choice items requires content mastery, writing skills, and time. Only good and
effective items should be included in the test. Poorly-written test items could be confusing and
frustrating to learners and yield test scores that are not appropriate to evaluate their learning and
achievement. The following are the general guidelines in writing good multiple-choice items. They are
classified in terms of content, stem, and options.

Content:
1. Write items that reflect only one specific content and cognitive processing skills.
Faulty: Which of the following is the type of statistical procedure used to test a hypothesis
regarding significant relationship between variables particularly in terms of the extent and
direction of association?
A. ANCOVA C. Correlation
B. ANOVA D. t-test
Good: Which of the following is an inferential statistical procedure used to test a hypothesis
regarding significant differences between two qualitative variables?
A. ANCOVA C. Chi-Square
B. ANOVA D. Mann-Whitney Test
2. Do not lift and use statements from the textbook or other learning materials as test questions.
3. Keep the vocabulary simple and understandable based on the level of learners/examinees.
4. Edit and proofread the items for grammatical and spelling before administering them to the learners.
Stem:
1. Write the directions in the stem in a clear and understandable manner.
Faulty: Read each question and indicate your answer by shading the circle corresponding to your
answer.
Good: This test consists of two parts. Part A is a reading comprehension test, and Part B is a
grammar/language test. Each question is a multiple choice item with five (5) options. You are to
answer each question but will not be penalized for a wrong answer or for guessing. You can go back
and review your answer during the time allotted.
2. Write stems that are consistent in form and structure, that is, present all items either in question form
or in descriptive or declarative form.
Faulty: (1) Who was the Philippine president during Martial Law?
(2) The first president of the Commonwealth of the Philippines was ______.
Good: (1) Who was the Philippine president during Martial Law?
(2) Who was the first president of the Commonwealth of the Philippines?
3. Word the stem positively and avoid double negatives, such as NOT and EXCEPT in a stem. If a
negative word is necessary, underline or capitalize the words for emphasis.
Faulty: Which of the following is not a measure of variability?
Good: Which of the following is NOT a measure of variability?
4. Refrain from making the stem too wordy or containing too much information unless the
problem/question requires the facts presented to solve the problem.
Faulty: What does DNA stands for, and what is the organic chemical of complex molecular structure
found in all cells and viruses and codes genetic information for the transmission of inherited traits?
Good: As a chemical compound, what does DNA stand for?

Options:
1. Provide three (3) to five (5) options per item, with only one being the correct or best
answer/alternative.
2. Write options that are parallel or similar in form and length to avoid giving clues about the correct
answer.

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 Faulty: What is an ecosystem?
A. It is a community of living organisms in conjunction with the nonliving components of their
environment that interact as a system. These biotic and abiotic components are linked
together through nutrient cycles and energy flows.
B. It is a place on Earth’ s surface where life dwells.
C. It is an area that one or more individual organism defend against competition from other
organism
D. It is the biotic and abiotic surroundings of an organism or population.
E. It is the largest division of the Earth’ s surface filled with living organisms.
Good: What is an ecosystem?
A. It is a place on Earth’ s surface where life dwells
B. It is the biotic and abiotic surroundings of an organism or population.
C. It is the largest division of the Earth’ s surface filled with living organisms.
D. It is a large community of living and non-living organisms in a particular area.
E. It is an area that one or more individual organism defend against competition from other
organism
3. Place options in logical order (e.g., alphabetical, from shortest to longest).
Faulty: Which experimental gas law describes how the pressure of a gas tends to increase as the
volume of the container decreases? (i.e., “ The absolute pressure exerted by a given mass of an ideal
gas is inversely proportional to the volume it occupies.” )
A. Boyle’ s Law D. Avogadro’ s Law
B. Charles Law E. Faraday’ s Law
C. Beer Lambert Law
Good: Which experimental gas law that describes how the pressure of gas tends to increase as
the volume of the container decreases? (i.e., “ The absolute pressure exerted by a given mass of an
ideal gas is inversely proportional to the volume it occupies.” )
A. Avogadro’ s Law D. Charles Law
B. Beer Lambert Law E. Faraday’ s Law
C. Boyle’ s Law
4. Place correct response randomly to avoid a discernable pattern of correct answer.
5. Use None-of-the-above carefully and only when there is one absolutely correct answer, such as in
spelling or math items.
Faulty: Which of the following is a non-parametric statistic?
A. ANCOVA D. t-test
B. ANOVA E. None of the Above
C. Correlation
Good: Which of the following is a nonparametric statistic?
A. ANCOVA D. Mann-Whitney U
B. ANOVA E. t-test
C. Correlation
6. Avoid All of the Above as an option, especially if it is intended to be the correct answer.
Faulty: Who among the following has become the President of the Philippine Senate?
A. Ferdinand Marcos D. Quintin Paredes
B. Manuel Quezon E. All of the Above
C. Manuel Roxas
Good: Who was the first ever President of the Philippine Senate?
A. Eulogio Rodriguez D. Manuel Roxas
B. Ferdinand Marcos E. Quintin Paredes
C. Manuel Quezon
7. Make all options realistic and reasonable.

What are the general guidelines in writing matching-type items?

The matching test item format requires learners to match a word, sentence, or phrase in one

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column (i.e., premise) to a corresponding word, sentence, or phrase in a second column (i.e.,
response). It is most appropriate when you need to measure the learner’ s ability to identify the
relationship of association between similar items. They work best when the course content has many
parallel concepts. While matching-type test format id generally used for simple recall of information,
you can find ways to make it applicable or useful in assessing higher level of thinking such as applying
and analyzing.
The following are the general guidelines in writing good and effective matching-type tests:
1. Clearly state in the directions the basis for matching the stimuli with the responses.
Faulty: Directions: Match the following.
Good: Directions: Column I is a list of countries while Column II presents the continent where
these countries are located. Write the letter of the continent corresponding to the country on the line
provided in Column I.
Item #1’ s instruction is less preferred as it does not detail the basis for matching the stem and the
response options.
2. Ensure that the stimuli are longer and the response are shorter.

Faulty: Match the description of the flag to its country.

A B
____Bangladesh A. Green background with red circle in the center
____Indonesia B. One red strip on top and white strip on the bottom
____Japan C. Red background with white five-petal flower in the center
____Singapore D. Red background with large yellow circle in the center
____Thailand E. Red background with large yellow pointed star in the center
F. White background with large red circle in the center

Good: Match the description of the flag to its country.

A B
____ Green background with red circle in the center A. Bangladesh
____ One red strip on top and white strip on the bottom B. Hong Kong
____ Red background with white five-petal flower in the center C. Indonesia
____ Red background with large yellow pointed star in the center D. Japan
____ White background with large red circle in the center E. Singapore
F. Vietnam
Item #2 is a better version because the descriptions are presented in the first column while the
response options are in second column. The stems are also longer than the option.
3. For each item, include only topics that are related with one another and share the same foundation
of information.
Faulty: Match the following:
A B
___1. Indonesia A. Asia
___2. Malaysia B. Bangkok
___3. Philippines C. Jakarta
___4. Thailand D. Kuala Lumpur
___5. Year ASEAN was established E. Manila
F. 1967
Good: On the line to the left of each country in Column I, write the letter of the Country’ s capital
presented in Column II.
Column I Column II
___1. Indonesia A. Bandar Seri Begawan
___2. Malaysia B. Bangkok
___3. Philippines C. Jakarta
___4. Thailand D. Kuala Lumpur
E. Manila
Item #1 is considered an unacceptable item because its response option is not parallel and includes

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different kinds of information that can provide clues to the correct/wrong answers. On the other hand,
item #2 details the basis for matching and the response option only include related concepts.

4. Make the response short, homogeneous, and arranged in logical order.

Faulty: Match the chemical elements with their characteristics.
A B
__Gold A. Au
__Hydrogen B. Magnetic metal used in steel
__Iron C. Hg
__Potassium D. K
__Sodium E. With lowest density
F. Na
Good: Match the chemical elements with their symbols.
A B
__Gold A. Au
__Hydrogen B. Fe
__Iron C. H
__Potassium D. Hg
__Sodium E. K
F. Na
In Item #1, response options are not parallel in content and length. They are not also arranged
alphabetically.
5. Include response options that are reasonable and realistic and similar in length and grammatical
form.
Faulty: Match the subjects with their course description.
A B
__History A. Studies the production and distribution of goods/services
__Political Science B. Study of Politics and power
__Psychology C. Study of society
__Sociology D. Understands role of mental functions in social behavior
E. Uses narratives to examine and analyze past events
Good: Match the subjects with their course description.
A B
__1.Study of living things A. Biology
__2.Study of mind behavior B. History
__3.Study of politics and power C. Political Science
__4.Study of recorded events in the past D. Psychology
__5.Study of Society E. Sociology
F. Zoology
Item #1 is less preferred because the response options are not consistent in terms of their length and
grammatical form.
6. Provide more response options than the number of stimuli.
Faulty: Match the following fractions with their corresponding decimal equivalents:
A B
__1/4 A. 0.25
__5/4 B. 0.28
__7/25 C. 0.90
__9/10 D. 1.25
Good: Match the following fractions with their corresponding decimal equivalents:
A B
__1/4 A. 0.09
__5/4 B. 0.25
__7/25 C. 0.28
__9/10 D. 0.90

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 E. 1.25
Item #1 is considered inferior to item #2 because it includes the same number of response options as
that of stimuli, thus making it more prone to guessing.

ACTIVITY # 11

Discussion and Exercise Questions

Directions: Read and understand this module. Provide what is being asked. Write your answer in a
long bond paper (Hand written) and attach to the last page of this module.
Tasks:
A. Construct a two-part test that includes15-item multiple-choice and 15-item matching type test
formats following the guidelines in test construction. Indicate the year level you are (30 points)

CRITERIA:
Content Mastery: Items reflect only one specific content and cognitive processing 10pts.
skills
Validity: Test must be valid for a particular year level and every type of learning 10pts.
outcome
Alignment: Test should be aligned with the instructional activities or tasks for a 10pts.
particular year/level
TOTAL: 30pts.

End of week 11

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