Southern Luzon Technological College Foundation Inc.

A.Y 2021-2022

Assessment in Learning

Submit by:

Angel Mae Soreda

Submitted to:

Sir. Trebor B. Arias

Chapter 3

Program Outcomes and Student Learning Outcomes

3.8 EXERCISES

A. The following are examples of learning outcome; In the second column, write the domain in
which each outcome is classified and in the third column the level/ category to which the learning
outcome belongs.

Domain Level/Category

1. Formulate a procedure to Cognitive Level 5/ Synthesis

follow in preparing for class
demonstration.

2. Formulate new program. Cognitive Level 5/ synthesis

3. Perform repeatedly with Psychomotor Physical abilities

speed and accuracy.

4. Listen it others with respect. Affective Receiving

5. Select the most effective Cognitive Level/knowledge

among a number of solutions.

6. Watch a more experienced Affective Internalizing

performer.

7. Know the rules and practices Affective Responding

them.

8. Show ability to resolve Affective Valuing

problem/conflicts.

9. Apply learning principles in Cognitive Level 3/ application

studying pupil behavior.

10. Recite prices of commodities Cognitive Level 1/ knowledge

from memory.
B. Using the indicated topic or subject matter, write the learning outcomes for each of the 3 domains
arranged from the simplest to the most complex level or category.

1. Cognitive: Topic - investigative project in Biological Science

1.1 Remembering Define the terminologies concerning biological sciences.

1.2 Understanding Explain and distinguish the branches of Biological Science.

1.3 Applying Use one of the branches of biology and apply it on your investigative
project.

Differentiate a theory from a hypothesis and differentiate fact from a

1.4 Analyzing opinion regarding biological sciences.

1.5 Evaluating Evaluate the experiment and procedure conducted.

1.6 Creating

Compile all the conducted experiments and create a diagram on it.

2. Psychomotor; topic -table setting

2.1 Observing Watch a qualified or trained person doing the table setting.

2.2 imitating Volunteer to perform the whole sequence of table setting with
assistance.

Demonstrate the entire sequence of table setting repeatedly.

2.3 practicing
Create a new design and organize in a well presented set-up.
2.4 adapting

3. Affective; topic- developing and Nurturing Honesty

3.1 Receiving Identify ourselves first and accept who we are.

3.2 Responding Report willingly the five ways to develop and nature honesty.

3.3 Valuing Share and justify the significance of being honest.

3.4 Organizing Adapt all rules and practices that could promote honesty.
 3.5 Internalizing Influence others to admit when they are wrong and listen to others with
respect.

Chapter 4

Assessing Student Learning Outcomes

4.10 EXERCISES

A. List down three (3) supporting students activities to attain each of the identified student
Learning Outcomes.

1. Students learning outcome!; Students can solve mathematical problems involving two-dimensional
figures.

1.1 can solve mathematical problems involving two-dimensional figures.

1.2 practice the used of appropriate mathematical computation, terms and formulas.

1.3 used diagrams, pictures, symbols to explain the problem.

2. Student Learning Outcomes; students can write a paragraph about an outing to a resort using
verbs in the past tense.

2.1 correctly identify past tense verbs within a sentence.

2.2 write sentences using past tense verbs.

2.3 identify the action of the subject they have written about (past/present/tense)

3. Student Learning Outcomes; students can demonstrate how to prepare a PowerPoint presentation.

3.1 know and understand the PowerPoint guidelines.

3.2 demonstrate the various composition and elements in making PowerPoint.

3.3 prepare a PowerPoint presentation.

 4. Student Learning Outcomes; students can write a reflection essay on lessons learned in a
community outreach activity.

4.1 apply to real life situation.

4.2 share values they learned on the activity.

4.3 interpret what have learned in the community outreach.

C. There are 13 principles of assessment on pages 42-43. At the blank before each number indicate the
letter corresponding to the principle illustrated in the item.

2 1. The faculty, students, parents and staff understand and commit to implement the
program/department objectives.

3 2. Assessment activities should be observable and measurable.

5 3. Assessment should be ongoing and continuous.

4 4. Outcome are attained through supporting activities.

5 5. The outcome assessment phrases are organized in an instructional cycle.

8 6. Rubrics assessment is used for non-objective type of test.

3 7. To solve a problem is more observable than “analytical ability”.

1 8. Every school must publicize its mission and core values.

11 9. Competencies or skills may be assessed from the simple to the more complex level.

13 10. Essay, Examinations allows for students individual expression but difficult to construct.

2 11. The program or department should have mission and objectives aligned with the institution’s
mission and core values.

_ 9 12. Portfolios are of two types: longitudinal and “best case/thematic.”

10 13. Supporting student activities is provided as part of instruction

2 14. The institution must decide on its mission of education and values it will develop.

4 15. Supporting activities is as important as outcome.

D. Come up with a complete outline of the various assessment task and tools.
 Assessment Task Assessment Tools

Role Play Performance Task

I. Apply the knowledge about role play. Oral presentation

ii. The play should perform by the students is And

realistic.
Role playing
III. Communicate to others.

E. Differentiate each of the following examples that may be given to clarify the meanings.

1. Holistic Rubric and analytic rubric

Holistic Rubric- all criteria are evaluated simultaneously. Scoring is fstaer than with analytic rubric. It
is good for summative assessment.

Analytic rubric- each criterion is evaluated separately. It is good for formative assessment. It is also
adaptable to summative assessment because if you need an overall score for grading you can combine
the scores.

2. Student Learning Outcomes and Student assessment task

Student Learning Outcomes- are statements of the knowledge skills and abilities individual students.

Evaluation portfolio- more standardized assessment students learning with self reflection the primarily
function of an evaluation portfolio is to document what a student has learned.

F. With a particular learning outcome in mind, construct a scoring rubric, holistic and analytic.

Holistic Rubric Scoring

Proficient Project had a hypothesis, procedure collected data and analyzed results.
Project is thorough and findings are in agreement with data collected.
May have minor inaccuracies that do not affect the quality of the
project.

Adequate Project may be have a hypothesis, procedure, collected data and

analyzed results. Project not as thorough as it could be there are a few
overlooked areas. Has a few inaccuracies that affect quality of the
project.

Limited Project may have a hypothesis, procedure collected data and analyzed
 results. Has several inaccuracies that affect quality or project.

Analytic rubric

Criteria Poor Developing Superior

Lots of spelling errors. Errors of a specific Virtually error free.

type, but not.

Spelling Consistent or only in

technical language.
Draw upon sources Little or no source Draws not only on
material used Used sources only sources mentioned in
mentioned in class or class but also find
syllabus. appropriate new ones.

No method evident
Methodology Choose an Best method choosen
methodology but not and appropriately
the best choice and or applied.
incorrectly applied.

CHAPTER 5

DISTINGUISHING AND CONSTRUCTING VARIOUS PAPER- AND- PENCIL- TESTS

Exercise I.. A. Construction of a true- false. Test-improve on the non-examples for them to become
good examples of give non-examples of each of the following rules thumb in the tests.

1. Avoid giving hints in the body of the question .

Example > Short story is a fictional narrative story shorter than a novel.

The answer is true since the word “shorter “ helps the learners to know that it refers to a story
which contains short narration.

2. Avoid using the words “ always” , “never” and other such adverbs which tend to be always true
or always false.

Example> Filipinos always celebrate New Year without using firecrackers or any instruments that make
sounds.

In the given statement, learners could understand and answer the item since Filipinos are already
used in celebrating New Year every year with firecrackers as one of their tradition. And the”without”
concludes that the answer is false

3. Avoid long sentences which tend to be true. Keep sentences short.

Example> Journalism is the timely reporting if events at the local, provincial, national and international
levels. It involves the gathering of information through interviewing and research, the results of which
are turned into a fair and balanced story for publication or for television are radio broadcast.

The answer in a given question is actually correct, but the meaning that is being provides is too long.

4. Avoid a systematic pattern for true and false statements.

Example> Sonnet 18 is written by William Shakespeare.

The answer in that given item is false since the surname of the author is misspelled. The correct
spelling of his surname is “Shakespeare”.

5. Avoid ambiguous sentences which can be interpreted as true and at the same time false.

Example> Verb is not an action word instead, it describes the word

The answer is false. It is too cliché since everyone.

Exercise II

A . Construct a 10- item matching type to test this competency: Identify the computer system –
i.e. parts other components.

The items in column A with the items in column B.

 A. B.

____1. It directly affects the overall performance A. Motherboard

Of a computer, more than other components such as the sound card

Or power supply.

_A__2. It is the component that ( connects to unifies the internal hardware. B. Optical drives

__L_3. It is the component that connects to an electrical outlet and send C. Keyboard

Power to the individual computer parts.

_J__4. It is the metal and plastic box that contains the. D. Random Access
memory

Main components of the computer, including the motherboard, CPU, And power supply .

_H__5. It works with a video card, located inside the computer case to E. Processor

Display images and text on the screen .

C__6. It is one of the main ways to communicate with a computer and F. Mouse

Allows you to accomplish basic tasks .

F__7. It is known as a painting device that lets you G. Touch pad

Point objects on the screen, click on them, and move them.

_B_8. It is beneficial for many uses including backing up data,. H. Monitor

Installing software, and playing multimedia content

M__9. It is a data storage device that can be used to store the operating system, programs, documents,
and other Important files I. Trackball

_G_10. It is also called as a track pad, a touch- sensitive pad that lets you control the Pointer by making a
drawing motion with your finger. J. Computer case

K. Monitor

. L. Power supply unit ( PSU)

 M. Hard drives

B. Construct a 10 – item supply type test to assess this competency; identify farm tools
according to use ( Grade 7-8 curriculum guide; Agriculture Fishery.)

Supply the correct answer and write it on the blank

1.___Pruning shears___ are also called pruining scissors. They are sharp, heavy- duty scissors that are
used for cutting branches of trees and plant stems ( pruning shears)

2. Axe is used for ___Cutting__ woods and big branches of trees.( Cutting)

3. Crowbar is also called as a __Wrecking bar__, mainly used for digging holes. ( Wrecking bar)

4.___Pick-mattock__ is a common gardening and landscaping instrument. ( Pick-mattock)

5. A spade is used for__Removing__ soil or trash. ( Removing)

6___Rake__ is like a broom but made with metal. ( Rake)

7.____Hand trowel___ it is used for loosening the soil around plants. ( Hand trowel)

8. ____Hand cultivator___ a simple garden instrument used for cultivating garden plots and removing
weeds. ( Hand cultivator)

9. Sprinklers is simply a tool for __watering plants___ ( watering plants)

10. Sickle has a ___Curved__ blade that is used for cutting weeds. ( Curved)

C. Justify each rule used in constructing an essay type of test.

 It is difficult to construct questions of equal difficulty and so teacher cannot have valid
comparison of students achievement. Nine rule, provide information about the value/
weight of the question and how it will be covered. This rule is needed to discuss with the
students for them to understand the need to write their opinions with supported
evidences to get higher score based on the given criteria. Tenth and the last rule,
emphasize higher level thinking skills. The deeper thoughts and information provided in
the essay, the better score will be given by the scorer. Choices of words and relevant or
concrete ideas will highlight that the writers have a higher level thinking skills.
 D. Construct a 10-item data sufficiency test.

Question 1: Who is the shortest among A, B, C, D & E?

I. D is taller than B. A is taller than only E

II. B is taller than only D. E is taller than A and C.

Answer. C

Question 2: What is the distance of point A and point B?

1. Point C is 5m east of point A and point D is 5m south of point A

lll. Point B is 5m north- west of point C. Point D is 15m south- east of point B .

Answer. D

Question 3. How is marivic related to Hanna?

I. Marivic is an aunt of Shaina. Hanna is niece of lila

II. Linda is Shaina’s grandmother and corazon’s sister.

Answer: D

Question 4. How is product written in that code language?

I. In a certain code language, EI000 is written as FJPPP.

II. In a certain code language, HTLKR is written as GSKJQ

Answer: E

Question 5: What is Kate’s position with respect to Jacob?

I. In a row of 30 students, Kate is sitting 14 th from left end of row and Jacob is sitting 16 th from
right end

II. Kate is 9th from left end and Jacob is 15th from right end.

Answer: A

Question 6: Who has secured more marks among A,B,C,D & E?

I. D has secured more marks than only C and E

II. B secured less marks than A

Answer: A

Question 7. On which floor is Adam located.

1. In a six story building Suzy is on fourth floor. Adam likes to live only on even numbered floors.
Gail is not on the topmost floor.

III. Gail is two floors below Dina who is three floors above Adam.

Answer: E

Question 8. Kendra is facing which direction?

I. Deb is facing west direction and if she turns to her left she will face Jen.

II. Kendra is facing opposite direction as that of Lucy who is facing Deb

Answer: D

Question 9. In which month is Nikki’s birthday?

I. Sol remembers that Nikki’s birthday was five month ago.

 II. Gina remembers that after one month from now, Nikki’s birthday will be seven months
back.

Answer: D

Question 10. Who is the wife of Tammy?

I. Cindy and grace are sisters?

II. Grace’s older sister is Tammy’s wife.

Answer: E

B. In a 100-item test, what types of objective test will you include I? Justify your answer.

 I would like to create a 100- item test which includes various types of objective test like
10-item of matching – type test, a 10-item true-false, 50- item multiple test, and essay
type of essay ( 30pts). This types of objective test for me are good enough to assess
whether the students did study their assigned task regards on a certain subject.

C. In the sample essay “plant- photosynthesis” given in this section, why would you give a zero ( 0)
score to the student writing this essay? Justify your answer

CHAPTER 6

Item Analysis and Validation

EXERCISES 6.4

ITEM ANALYSIS- DISCRIMINATION and DIFFICULTY INDEX

 A. Give the term described/ explained.

Item Analysis 1. Refers to a statistical technique that helps instructors identify the effectiveness
of their test items.

Item difficulty 2. Refers to the proportion of students who got the test item correctly.

Item discrimination 3. Which is the difference between the proportion of the top scorers who got an
item correct and the proportion of the bottom scorers who got the item right?

Item difficulty. 4. Which one is concerned with how easy or difficulty a test item is?

Distracter Analysis 5. Which adjective describes an effective distracter?

B. Write TRUE if the statement is correct and FALSE if it is wrong.

TRUE 1. Difficulty index indicates the proportion of students who got the item right.

FALSE 2. Difficulty index indicates the proportion of students who got the item wrong.

TRUE 3. A high percentage indicates an easy item/ question and a low percentage indicates a
difficult item.

TRUE 4. Authors agree, in general, that items should have values of difficulty no less than 20%
correct and no greater than 80%.

TRUE 5. Very difficult or very easy items contribute greatly to the discriminating power of a test.

FALSE 6. The discriminating index range is between -1 and +2.

FALSE 7. The farther the index is to +1, the more effectively the item distinguishes between the two
groups of students.

TRUE 8. When an item discriminates negatively, such item should be revised and eliminated from
scoring.

TRUE 9. A positive discrimination index indicates that the lower performing students actually
selected the key or correct response more frequently than the top performers.

TRUE 10. If no one selects a distracter it is important to revise the option and attempt to make the
distracter a more plausible choice.

C. Problem Solving

1. Solve for the difficulty index of each test item.

 Item No. 1 2 3 4 5

No. of Correct 2 10 20 30 15
Responses

No. of Students 50 30 30 30 40

Difficulty Index 1% 3% 6% 9% 6%

1. Which is most difficulty? Most easy?

The most difficult is the item 1 and the easiest number is number 4

2. Which needs revision? Which should be discarded? Why?

The item 1,2,3 and 5 need a revision because the students can't answer it correctly and number 4
will be discarded because they answered it perfectly.

D. Solve for the discrimination indexes of the following test items:

Item No. 1 2 3 4 5

UG LG UG LG UG LG UG LG UG LG

No. Of Correct 12 20 10 20 20 10 10 24 20 5
Responses

No. Of 25 25 25 25 25 25 25 25 25 25
Students

Discrimination 48% 80% 40% 80% 80% 40% 40% 96% 80% 20%
Index

Based on the computed discrimination index, which are good test items? Not good test items?

The good test items are 1,2,3,&4 and not good test items is number 5.

E. A multiple choice type of test has 5 options. The table below indicates the number of examines out
of 50 who chose each option.

Option

A B C D E

0 20 15* 5 10
Which options are plausible? Which one are implausible?

Option A is implausible and B, D and E is the plausible.

F. Study the following data. Compute for the difficulty index and the discrimination index of each set
of scores.

H. Enumerate the three types of validity evidence. Which of these types of validity is the most difficult
to measure?why?

Three types of validity evidence are ;

1. Content-related evidence of validity

2. Criterion-related evidence of validity

3. Construct-related evidence of validity.

I. What is the relationship between validity and reliability? Can a test be reliable and yet not valid?

Reliability and validity are related concepts, as reliability improves, validity may improve or it may
not. If an instrument is unreliable, it cannott get valid outcomes. However, if an instrument is shown
scientifically to be valid then it is almost certain that is also reliable.

J. Discuss the different measures of reliability. Justify the use of each measure in the context of
measuring reliability. Can a test be valid and not reliable?

Different measures of reliability;

1. Inter-rater reliability
 The extent to which raters or observers respond the same way to a given phenomenon is one
measure of reliability.

2. Parallel forms reliability

Getting the same or very similar results from slight variation on the question or evaluation method
also establishes reliability.

3. Test-retest reliability

Measures the consistency of results when your repeat the same test on the same sample at a
different point in time. You use it when you are measuring something that you expect to stay constant in
your sample.

4. Internal consistency reliability

Assesses the correlation between multiple items in a test that are intended to measure the same
construct. You can calculate the internal consistency without repenting the test or involving other
researchers, so it's good way of assessing reliability when you only have one data set.