Republic of the Philippines

TECHNOLOGICAL UNIVERSITY OF THE PHILIPPINES

College of Industrial Education
Ayala Boulevard cor. San Marcelino St. Ermita, Manila 1000
Telefax (02) 523-2293, Tel Nos. (632) 521 – 4063, Website: http://www.tup.edu.ph

SEM 3 Seminar in Professional Education

Activity No. 7
Assessment of Learning

Learning Outcomes:

1. Validating theoretical knowledge in the actual assessment of learning

1.1. Demonstrate understanding of principles in constructing traditional, alternative/authentic
forms of high quality assessment.
1.2. Apply knowledge and skills in the development and use of assessment tools for formative and
summative purposes
1.3. Apply rules in test construction and use of authentic assessment tools for product and process
assessment.
1.4. Demonstrate skills in interpreting assessment results to improve learning.
1.5. Comprehend and apply basic concepts of statistics in educational assessment and evaluation.
1.6. Demonstrate knowledge of providing timely, accurate and constructive feedback to learners
and parents.

Unit I Introduction to Assessment of Students Learning

1. Discuss the meaning of the following terms and cite example:

- Measurement - It means giving a number value to a certain trait or characteristic. The first step is to
collect data without judging or interpreting it. Example: Using a thermometer to find out how hot or
cold the water is (like 37°C, the measurement).
- Evaluation - Using data to judge or conclude. Data is compared to standards to determine value,
worth, or effectiveness. Example: Website performance evaluation using traffic metrics, user
feedback, and competitor analysis. It could be "the website is user-friendly and effective in achieving
its goals."
- Assessment - Data collection and analysis to assess a situation, progress, or effectiveness. The
methods include measurement, observation, and interviews. Example: Classroom observations,
quizzes, and projects assess student learning. Tests show teachers what students do and don't do
well in each subject.
- Testing - The tool or method used to collect data in an assessment, usually standardized. It usually
tests specific skills or knowledge. Example: Giving students a standardized math test to assess their
math skills. The test score is one part of a student's math assessment.

2. Identify and explain the different type of test

- According to mode of response
 Objective Tests - These offer pre-defined answer choices like multiple choice, true/false, or
matching. Scoring is quick and objective, reducing bias.
 Subjective Tests - These require individual responses like essays or open-ended questions.
They measure critical thinking, analysis, and communication skills, but scoring can be time-
 consuming and subjective.
 Performance Tests - These involve demonstrating skills through actions or tasks, like playing a
musical instrument or conducting a science experiment. They assess practical ability and hands-
on knowledge.
- According to ease of Quantification of Response
 Quantitative Tests - Offer numerical scores, like standardized math or aptitude tests. Clear
comparisons and statistical analysis are possible.
 Qualitative Tests - use essay responses or open-ended questions to collect descriptive data.
They reveal individual comprehension and reasoning.
- According to mode of administration
 Individual Tests - These are administered to one student at a time, allowing for personalized
attention and flexibility.
 Group Tests - These are administered to multiple students simultaneously, often in standardized
settings. They are efficient but offer less individualization.
 Computer-Based Tests (CBTs) - These are taken on computers, facilitating automated scoring,
immediate feedback, and adaptive questioning.
 Paper-and-Pencil Tests (PPTs) - These are traditional tests using pen and paper. They may be
familiar but can be time-consuming to score and analyze.
- According to test constructor
 Standardized Tests - These are developed by external organizations and administered under
strict guidelines. They ensure consistency and comparability across locations and populations.
 Teacher-Made Tests - These are designed by the instructor specifically for their students and
curriculum. They offer flexibility and alignment with specific learning objectives.
- According to mode of interpreting Results
 Norm-Referenced Tests - These compare individual performance to the performance of a
standardized group that took the same test. Scores are reported as percentiles, ranks, or
standardized scores.
 Criterion-Referenced Tests - These measure performance against pre-defined criteria or learning
objectives, indicating mastery or non-mastery of specific skills.

- According to Nature of Answer

 Achievement Tests - These measure skills or knowledge acquired through instruction or
experience in a specific subject area.
 Aptitude Tests - These measure potential abilities or innate skills unrelated to specific
instruction.
 Personality Tests - These assess individual personality traits, preferences, and tendencies.
 Diagnostic Tests - These assess the specific strengths and weaknesses underlying observed
difficulties or behaviors.

3. Discuss the Relevance or importance of Assessment.

- Students - Assessments unlocks the students’ potential. They reveal strengths, guide personalized
learning, and predict college/career readiness, empowering students to own their journey and thrive.
- Teachers - Evaluations and observations help students improve and correct mistakes. Teacher
development is informed by data, meeting different student needs.
- Administrators and Program Staff - School assessments inform resource allocation, program
improvement, and transparency. Reviews highlight funding, staffing, and technology needs, focusing
support. Open data fosters parent and community trust and collaboration, improving learning for all.
 - Policymakers - Assessment informs resource allocation, leads education policy, and holds schools
accountable. Quality education and targeted improvements benefit all students.

4. Explain the following role of Assessment

- Placement Assessment - Determines the appropriate starting point for students, ensuring they are
placed in an environment that challenges them appropriately.
- Formative Assessment - Provides frequent feedback throughout the learning process, allowing for
adjustments in instruction and targeted support for individual students.
- Diagnostic Assessment - Pinpoints specific areas of strength and weakness, helping to identify
learning gaps and inform targeted interventions.
- Summative Assessment - Evaluates overall learning at the end of a unit, course, or program,
measuring attainment of learning objectives.

5. Discuss the following concepts. Identify classroom scenario or setup which illustrate the following concepts.

Brief description Classroom scenario

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 6. Explain the following Principles of High-Quality Assessment. Cite Specific example.

1. Based on clearly stated learning - Assessments should directly measure whether students met the
instruction's clearly defined learning objectives. Example: As stated in the unit objectives, a
persuasive writing assessment should evaluate logical arguments and emotional appeals.
2. Balanced, appropriate and relevant to the characteristics or performance being measured - The
assessments should include a variety of question types and formats that match learning
outcomes and student characteristics. Example: A middle school science assessment could
include multiple-choice questions, short answer prompts, and a diagram labeling task to
accommodate different learning styles and levels of understanding.
3. Valid - Assessments must accurately measure what they're supposed to and be unaffected by
outside factors. Example: A standardized math test is rigorously validated to ensure it
accurately measures students' mathematical ability and is not biased toward subgroups.
4. Reliable - Similar conditions and various instructors should produce consistent assessment results.
Example: Writing skills are assessed using clear and specific criteria to reduce subjectivity
and ensure consistent scoring across evaluators.
5. Fair to all students - Assessments should give all students a chance to demonstrate their knowledge
and skills, regardless of background, learning style, or ability. Example: Offering bilingual or
alternative assessments for students with disabilities ensures fair evaluation.
6. Lead to positive consequence - It should help students learn, not just measure achievement.
Students need timely, constructive, actionable feedback to improve. Example: Peer feedback
sessions on strengths and weaknesses promote collaborative learning and self-reflection.
7. Practical and efficient - This should be easy to administer, score, and analyze in time. Example:
Online assessment tools streamline the process and give students immediate feedback.
8. Should be ethical - It should respect student privacy, avoid bias, and maintain confidentiality.
Example: Student data should be collected with informed consent and test questions should not
use cultural stereotypes or discriminatory language.

Unit II – Learning Target and the Appropriateness of Assessment Methods

7. Differentiate the three learning Domains

- Cognitive - This domain tackles knowledge, thinking, and problem-solving. Example: Analyzing
literature or conducting experiments.
- Affective - Empathy, responsibility, and creativity bloom here. Example: Raising respect for diversity
or nurturing artistic expression.
- Psychomotor - Physical skills and coordination reign supreme. Example: Playing a musical
instrument or conducting lab experiments with finesse.

8. Complete the matrix below to distinguish the different levels of the three learning Domains.
- Cognitive Domain

Levels Process and action verb Example

(Describe each level) describing outcomes (Create a sample objective)
(Identify the verb in each level)
Remembering

Understanding

Applying

Analyzing

Evaluating

Creating

- Affective Domain

Levels Process and action verb Example

(Describe each level) describing outcomes (Create a sample objective)
(Identify the verb in each level)

Receiving

Responding

Valuing

Organizing

Internalizing Values

- Psychomotor Domain

Levels Process and action verb Example

(Describe each level) describing outcomes (Create a sample objective)
(Identify the verb in each level)
Observing

Imitating

Practicing

Adapting
Unit III – Designing and Developing Assessment

9. What are the steps in preparing a table of specification?

 Define Goals: Identify learning objectives and frame them using measurable verbs.
 Analyze Content: Divide topics, assign weightage based on importance and time spent.
 Choose Question Types: Select formats matching objectives and content, determine question count per
topic.
 Build the Table: Label rows with topics, columns with question types, fill in allocated questions.
 Refine & Revise: Review for clarity and balance, adjust as needed.

10. Differentiate one-way table of specification from two-way table of specification. Use illustration to
differentiate the two.

11. Describe the following objective type of test and create an example.

- Supply Type
 Simple Recall - Provides a direct cue (term, definition, event) and asks for a concise
response (name, formula, date). Example: "What is the process of cellular respiration?"
(Answer: The conversion of glucose and oxygen into energy, carbon dioxide, and
water.)
 Completion Type - Presents an incomplete statement or sentence where students fill in
the missing information. Example: "The water cycle includes four main stages:
evaporation, _____, condensation, and precipitation." (Answer: condensation)
 Identification Tasks - Students match terms, concepts, or images to their
corresponding descriptions or labels. Example: Match the following historical figures to
their achievements: (a) Albert Einstein - (1) Theory of Relativity; (b) Marie Curie - (2)
Discovery of radioactivity.
 Labeling test - Students directly label parts of a diagram, map, or picture with their
corresponding names or functions. Example: Label the different parts of a plant cell on
the given diagram (e.g., nucleus, cell wall, chloroplast).
 Enumeration - Students list or identify a specific number of items related to a given
topic or category. Example: List three factors that contribute to climate change.
(Answers may vary, e.g., greenhouse gas emissions, deforestation, ocean
acidification).

- Selection Type
 Alternative response or True-False Test - Presents statements about a topic and asks
students to choose "True" or "False." Requires careful wording to avoid ambiguity.
Example: "The capital of Australia is Sydney." (Answer: True)
 Matching type - Pairs related items from two separate lists and asks students to
connect them correctly. Useful for assessing relationships and associations. Example:
Match the following literary terms to their definitions: (a) Hyperbole - (1) Exaggeration
for effect; (b) Simile - (2) Comparison using "like" or "as."
 Rearrangement elements - Presents scrambled steps, events, or instructions and asks
students to reorder them correctly. Tests logical thinking and sequential understanding.
Example: Arrange the following steps involved in photosynthesis in the correct order:
 (a) Absorption of sunlight, (b) Glucose production, (c) Carbon dioxide intake, (d)
Release of oxygen.
 Multiple choice Response test - Presents a question with several answer options,
requiring students to choose the most accurate or appropriate one. The most versatile
selection type. Example: "What is the main cause of the water cycle?" (a) Gravity (b)
Wind (c) Sunlight (d) All of the above.

12. Differentiate Objective type of test from Essay type of test.

- Objective type of test - Objective tests like multiple-choice are great for covering lots of material and
keeping things fair. But they may not show how deep your understanding is or how creative you can
be.
- Essay type of test - Essays let students unleash their analysis, creativity, and deeper understanding,
but be prepared for subjectivity and slow grading. Like diving into the ocean of knowledge vs.
skimming the surface with multiple choice.

13. Differentiate the type of essay test. Cite example. Complete the matrix below to distinguish the difference
between the two.

Differentiate the type of essay test

Extended Response Questions Restricted Response Questions

Description
Example

14. What is Validity?

- It's the key that unlocks accurate understanding of student learning, separating true knowledge from
mere shadows of understanding. Unlike a faulty scale that distorts weight, a valid test provides a clear
and reliable reflection of student capabilities.
15. What is reliability?
- It refers to the consistency and dependability of a test. It ensures that the results of the test are stable
and reproducible, meaning that students will perform similarly on the test if they take it again under
similar conditions.

16. Describe the following measures of central tendency and cite example.

Measure of Central Tendency

Definition Example
Mode
Median
Mean
Weighted Mean

17. Differentiate Criterion referenced Grading from Norm References Grading.

18. Describe the following type of marking system.

- Letter Grade system
- Pass-Fail System
 - Numerical System

19. Read DepEd Order No. 8 s. 2015 (Policy Guidelines on Classroom assessment for the K to 12 Basic
Education Program) and summarize important key points related to assessment.

20. Read DepEd Order No. 31 s. 2020 (Interim Guidelines for Assessment and Grading in Light of the Basic
Education Learning Continuity Plan) and summarize important key points related to assessment