DEVELOPMENT OF VARIED Assessment of

ASSESSMENT TOOLS Learning 1

test construction

 Construct paper – and – pencil tests in accordance with the guidelines in

test construction

We are concerned with developing objective tests for assessing the

attainment of educational objectives based on Bloom’s taxonomy in this
Chapter. For this purpose, we restrict our attention to the following types of
paper – and – pencil tests:

(a) True – false items

(b) Multiple-choice type items
(c) Matching items
(d) Enumeration
(e) Completion
(f) Essays

Assessment of Learning 1
Rosita L. Navarro, Ph.D.
Rosita G. Santos, Ph.D.
Brenda B. Corpuz, Ph.D.
 Development of paper – and - pencil tests requires careful planning and
expertise in terms of actual test construction. The more seasoned teachers can
produce true – false items that can test even higher order thinking skills and not just
rote memory learning. Essays are easier to construct than the other types of
objective tests but the difficulty with which paper – and – pencil tests grades are
derived from essay examinations often discourage teachers from using this particular
form of examination in actual practice.

The important steps in planning for a test are:

1. Identifying test objectives / lesson outcomes

2. Deciding on the type of objective test to be prepared
3. Preparing a Table of Specifications (TOS)
4. Constructing the draft test items
5. Try-out and validation

 IDENTIFYING TEST OBJECTIVES

 An objective test, if it is to be comprehensive, must cover the various

levels of Bloom’s taxonomy. Each objective consists of a statement of
what is to be achieved preferably by the students.

 Example. We want to construct a test on the topic: <Subject-Verb

Agreement in English= for a Grade V class. The following are typical
objectives:

 Knowledge / Remembering
 The students must be able to identify the subject and the
verb in a given sentence.
 Comprehension / Understanding
 The students must be able to determine the appropriate
form of a verb to be used given the subject of a sentence.

Assessment of Learning 1
Rosita L. Navarro, Ph.D.
Rosita G. Santos, Ph.D.
Brenda B. Corpuz, Ph.D.
  Application / Applying
 The students must be able to write sentences observing
rules on subject-verb agreement.
 Analysis / Analysing
 The students must be able to break down a given sentence
into its subject and predicate.
 Evaluation / Evaluating
 The students must be able to evaluate whether or not a
sentence observes rules on subject-verb agreement.
 Synthesis / Creating
 The students must be able to formulate rules to be
followed regarding subject-verb agreement.

 DECIDING ON THE TYPE OF OBJECTIVE TEST

 The test objectives guide the kind of objective tests that will be
designed and constructed by the teacher. For instance, for the first
four (4) levels, we may want to construct a multiple-choice type of test
while for application and judgment, we may opt to give an essay test or a
modified essay test.

 PREPARING A TABLE OF SPECIFICATIONS (TOS)

 A Table of Specifications or TOS is a test map that guides the teacher

in constructing a test. The TOS ensures that there is balance between
items that test lower level thinking skills and those which test higher
order thinking skills (or alternatively, a balance between easy and
difficult items) in the test. The simplest TOS consists of four (4)
columns:

(a) Level of objective to be tested

(b) Statement of objective

(c) Item numbers where such an objective is being tested

(d) Number of items and percentage out of the total for that
particular objective
Assessment of Learning 1
Rosita L. Navarro, Ph.D.
Rosita G. Santos, Ph.D.
Brenda B. Corpuz, Ph.D.
 A PROTOTYPE TABLE is shown below:

1. Knowledge Identify subject-verb 1,3,5,7,9 5 14.29%

2. Comprehension Form appropriate 2,4,6,8,10 5 14.29%
verb forms
3. Application Write sentences 11,13,15,17,19 5 14.29%
observing rules on
subject-verb
agreement
4. Analysis Determine subject 12,15,18,21,23 5 14.29%
and predicate
5. Evaluation Evaluate whether or 13,16,19,22,24 5 14.29%
not a sentence
observes rules on
subject-verb
agreement
6. Synthesis Formulate rules Part II 10 pts. 28.57%
on subject-verb
agreement
TOTAL 35 100%

In the table of specifications we see that there are five items that deal with
knowledge and these items are items 1, 3,5,7,9. Similarly, from the same table we see
that five items represent analysis, namely: 11, 15,18,21,23. The first five levels of
Bloom’s taxonomy are equally represented in the test while synthesis (tested through
essay) is weighted equivalent to ten (10) points or double the weight given to any of
the first four (4) levels. The Table of Specifications guides the teacher in formulating
the test. As we can see, the TOS also ensures that each of the objectives in the
hierarchy of educational objectives is well represented in the test. As such, the
resulting test that will be constructed by the teacher will be more or less
comprehensive. Without the Table of Specifications, the tendency for the test maker
is to focus too much on facts and concepts at the knowledge level.

Assessment of Learning 1
Rosita L. Navarro, Ph.D.
Rosita G. Santos, Ph.D.
Brenda B. Corpuz, Ph.D.
  CONSTRUCTING THE TEST ITEMS

 The actual construction of the test items follows the TOS. As a general
rule, it is advised that the actual number of items to be constructed in
the draft should be double the desired number of items. For instance, if
there are five (5) knowledge level items to be included in the final test
form, then at least ten (10) knowledge level items should be included in
the draft. The subsequent test try-out and item analysis will most likely
eliminate many of the constructed items in the draft (either they are
too difficult, too easy or non-discriminatory), hence, it will be necessary
to construct more items than will actually be included in the final test
form.

 Most often, however, the try-out is not done due to lack of time.

 ITEM ANALYSIS AND TRY-OUT

 The test draft is tried out to a group of pupils or students. The purpose
of this try out is to determine the:

(a) item characteristics through item analysis, and

(b) characteristics of the test itself

o validity
o reliability, and
o practicality

Assessment of Learning 1
Rosita L. Navarro, Ph.D.
Rosita G. Santos, Ph.D.
Brenda B. Corpuz, Ph.D.
  Binomial - choice or alternate response tests are tests that have only
two (2) options such as true or false, right or wrong, yes or no, good or
better, check ( ) or cross out (x) and so on. A student who knows
nothing of the content of the examination would have 50% chance of
getting the correct answer by sheer guess work. Although correction-
for-guessing formulas exist, it is best that the teacher ensure that a
true-false item is able to discriminate properly between those who
know and those who just guessing. A modified true-false test can
offset the effect of guessing by requiring students to explain their
answer and to disregard a correct answer if the explanation is
incorrect.

 Do not give a hint (inadvertently) in the body of the question.

 Example. The Philippines gained its independence in 1898 and

therefore celebrated its centennial year in 2000. ________

 Obviously, the answer is FALSE because 100 years from

1898 is not 2000 but 1998.

Assessment of Learning 1
Rosita L. Navarro, Ph.D.
Rosita G. Santos, Ph.D.
Brenda B. Corpuz, Ph.D.
  Avoid using the words <always=, <never=, <often= and other
words that tend to be either always true or always false.

 Example. Christmas always falls on a Sunday because it is a

Sabbath day. ________

 Statements that use the word <always= are almost always

false. A test-wise student can easily guess his way through a
test like these and get high scores even if he does not know
anything about the test.

 Avoid long sentences as these tend to be <true=. Keep

sentences short.

 Example. Tests need to be valid, reliable and useful, although, it

would require a great amount of time and effort to ensure that
tests possess these test characteristics. ________

 Notice that the statement is true. However, we are also

not sure which part of the sentence is deemed true by the
student. It is just fortunate that in this case, all parts of
the sentence are true and hence, the entire sentence is
true. The following example illustrates what can go wrong in
long sentences:

 Example. Tests need to be valid, reliable and useful since

it takes very little amount of time, money and effort to
construct tests with these characteristics. ________

 The first part of the sentence is true but the second part
is debatable and may, in fact, be false. Thus, a <true=
response is correct and also, a <false= response is correct.

Assessment of Learning 1
Rosita L. Navarro, Ph.D.
Rosita G. Santos, Ph.D.
Brenda B. Corpuz, Ph.D.
  Avoid trick statements with some minor misleading word or
spelling anomaly, misplaced phrases, etc.

 A wise student who does not know the subject matter may detect
this strategy and thus get the answer correctly.

 The Raven was written by Edgar Allen Poe.

 Allen is misspelled and the answer would be false!

 This is an example of a tricky but utterly useless item.

 Avoid quoting verbatim from reference materials or

textbooks.

 This practice sends the wrong signal to the students that

it is necessary to memorize the textbook word for word
and thus, acquisition of higher level thinking skills is not
given due importance.

 Avoid specific determiners or give-away qualifiers.

 Students quickly learn that strongly worded statements are
more likely to be false than true.
 For example, statements with <never= <no= <all= or
<always.=
 Moderately worded statements are more likely to be true than
false.
 Statements that are moderately worded use <many= <often=
<sometimes= <generally= <frequently= or <some= <usually=
should be avoided.
 E.g. Executives usually suffer from hyperacidity.
 The statement tends to be correct. The word <usually=
leads to the answer.

Assessment of Learning 1
Rosita L. Navarro, Ph.D.
Rosita G. Santos, Ph.D.
Brenda B. Corpuz, Ph.D.
  With true or false questions, avoid a grossly disproportionate
number of either true or false statements or even patterns in
the occurrence of true and false statements.

1. T 6. F 1. T 6. F
2. F 7. F 2. F 7. T
3. F 8. F or 3. T 8. F
4. F 9. F 4. F 9. T
5. F 10. F 5. T 10. F

 For ease of correction, teachers sometime create a pattern

of True or False answers. Students will sense it and may
arrive at a correct answer not because he/she really knows
the answer but because he/she senses the pattern.

QUIZ # I: Constructing a TRUE – FALSE Test

A. Get hold of K-12 Learning Contents and Competencies (Research)

 For English Majors (Grades VII - X)

 For Math Majors (Grades VII - X)
 For BEED Majors (Grade V – VII)
 For Methods Senior HS Contents in your target Areas/Subjects

B. Construct a 20 – item TRUE – FALSE Test. Categorize each item as to

cognitive level.

 Knowledge
 Comprehensions’ Application
 Analysis
 Evaluation
 Synthesis

C. Construct a Table of Specification (TOS)

D. Use your TOS as your guide in preparing your test questions

 For Submission: On or before October 17, 2020

Assessment of Learning 1
Rosita L. Navarro, Ph.D.
Rosita G. Santos, Ph.D.
Brenda B. Corpuz, Ph.D.
 A generalization of the true-false test, the multiple choice type of test

offers the student with more than two (2) options per item to choose from. Each

item in a multiple choice test consists of two parts: (a) the stem, and (b) the options.

In the set of options, there is a <correct= or <best= option while all the others are

considered <distracters=. The distracters are chosen in such a way that they are

attractive to those who do not know the answer or are guessing but at the same time,

have no appeal to those who actually know the answer. It is this feature of multiple

choice type tests that allow the teacher to test higher order thinking skills even if

the options are clearly stated. As in true-false items, there are certain rules of

thumb to be followed in constructing multiple choice tests.

Assessment of Learning 1
Rosita L. Navarro, Ph.D.
Rosita G. Santos, Ph.D.
Brenda B. Corpuz, Ph.D.
  Do not use unfamiliar words, terms and phrases.

 The ability of the item to discriminate or its level of difficulty

should stem from the subject matter rather than from the wording
of the question.

 Example: What would be the system reliability of a

computer system whose slave and peripherals are connected
in parallel circuits and each one has a known time to failure
probability of 0.05?

 A student completely unfamiliar with the terms <slave= and

<peripherals= may not be able to answer correctly even if he
knew the subject matter of reliability.

 Do not use modifiers that are vague and whose meanings can
differ from one person to the next such as: much, often,
usually, etc.

 Example: Much of the process of photosynthesis takes place

in the:
a. Bark
b. Leaf
c. Stem

 The qualifier <much= is vague and could have been replaced by

more specific qualifiers like: <90% of the photosynthetic
process= or some similar phrase that would be more precise.

Assessment of Learning 1
Rosita L. Navarro, Ph.D.
Rosita G. Santos, Ph.D.
Brenda B. Corpuz, Ph.D.
  Avoid complex or awkward word arrangements. Also, avoid use
of negatives in the stem as this may add unnecessary
comprehension difficulties.

Example:
(Poor) As President of the Republic of the Philippines, Corazon
Cojuangco Aquino would stand next to which President of the
Philippine Republic subsequent to the 1986 EDSA Revolution?

(Better) Who was the President of the Philippines after Corazon

C. Aquino?

 Do not use negatives or double negatives as such statements

tend to be confusing.

 It is best to use simpler sentences rather than sentences that

would require expertise in grammatical construction.

Example:
(Poor) Which of the following will not cause inflation in the
Philippine economy?

(Better) Which of the following will cause inflation in the

Philippine economy?

Poor: What does the statement <Development patterns acquired

during the formative years are NOT Unchangeable= imply?
A.
B.
C.
D.
Better: What does the statement <Development patterns
acquired during the formative years are changeable= imply?
A.
B.
C.
D.
Assessment of Learning 1
Rosita L. Navarro, Ph.D.
Rosita G. Santos, Ph.D.
Brenda B. Corpuz, Ph.D.
 Each item stem should be as short as possible; otherwise you
risk testing more for reading and comprehension skills.

 Distracters should be equally plausible and attractive.

Example:
The short story: May Day’s Eve, was written by which Filipino
author?
a. Jose Garcia Villa
b. Nick Joaquin
c. Genoveva Edrosa Matute
d. Robert Frost
e. Edgar Allan Poe

 If distracters had all been Filipino authors, the value of the

item would be greatly increased. In this particular instance,
only the first three carry the burden of the entire item
since the last two can be essentially disregarded by the
students.

 All multiple-choice options should be grammatically consistent

with the stem.

Example.
As compared to the autos of the 1960s autos in the 1980s
________.
A. Travelling slower C. To use less fuel
B. Bigger interiors D. Contain more safety
measures

Assessment of Learning 1
Rosita L. Navarro, Ph.D.
Rosita G. Santos, Ph.D.
Brenda B. Corpuz, Ph.D.
  The length, explicitness, or degree of technicality of
alternatives should not be the determinants of the correctness
of the answer.

 The following is an example of this rule:

Example:
If the three angles of two triangles are congruent, then the
triangles are:
a. Congruent whenever one of the sides of the triangles
are congruent.
b. Similar
c. Equiangular and therefore, must also be congruent
d. Equilateral if they are equiangular

 The correct choice, <b=, may be obvious from its length and
explicitness alone. The other choices are long and tend to
explain why they must be the correct choices forcing the
students to think that they are, in fact, not the correct
answers!

 Avoid stems that reveal the answer to another item.

Example:
a. Who will most strongly disagree with the progressivist who
claims that the child should be taught only that which interests
him and if he is not interested, wait till the child gets
interested?

a. Essentialist c. Progressivist
b. Empiricist d. Rationalist

b. Which group will most strongly focus its teaching on the

interest of the child?

a. Progressivist c. Perrenialist
b. Essentialist d. Reconstructionist

 One may arrive at a correct answer (letter b) by looking

at item a, that gives the answer to b.
Assessment of Learning 1
Rosita L. Navarro, Ph.D.
Rosita G. Santos, Ph.D.
Brenda B. Corpuz, Ph.D.
  Avoid alternatives that are synonymous with others or those
that, include or overlap others.

Example:
What causes ice to transform from solid state to liquid state?
a. Change in temperature
b. Change in pressure
c. Change in the chemical composition
d. Change in heat levels

 The options a and d are essentially the same. Thus, a

student who spots these identical choices would right
away narrow down the field of choices to a, b, and c. The
last distracter would play no significant role in
increasing the value of the item.

 If this happens then the item has two answers, which is

not acceptable.

 Avoid presenting sequenced items in the same order as in the

text.

 Avoid use of assumed qualifiers that many examinees may not

be aware of.

Assessment of Learning 1
Rosita L. Navarro, Ph.D.
Rosita G. Santos, Ph.D.
Brenda B. Corpuz, Ph.D.
  Avoid use of unnecessary words or phrases, which are not
relevant to the problem at hand (unless such discriminating
ability is the primary intent of the evaluation).

 The item’s value is particularly damaged if the unnecessary

material is designed to distract or mislead. Such items test the
student’s reading comprehension rather than knowledge of the
subject matter.

Example:
The side opposite the thirty degree angle in a right triangle is
equal to half the length of the hypotenuse. If the sine of a 30-
degree is 0.5 and its hypotenuse is 5, what is the length of the
side opposite the 30-degree angle?
a. 2.5
b. 3.5
c. 5.5
d. 1.5

 The sine of a 30-degree angle is really quite unnecessary

since the first sentence already gives the method for
finding the length of the side opposite the thirty-degree
angle. This is a case of a teacher who wants to make sure
that no student in his class gets the wrong answer!

 Avoid use of non-relevant sources of difficulty such as

requiring a complex calculation when only knowledge of a
principle is being tested.

 Note in the previous example, knowledge of the sine of the

30-degree angle would have led some students to use the
sine formula for calculation even if a simpler approach
would have sufficed.

Assessment of Learning 1
Rosita L. Navarro, Ph.D.
Rosita G. Santos, Ph.D.
Brenda B. Corpuz, Ph.D.
  Pack the question in the stem.

 Here is an example of a question which has no question. Avoid it

by all means.

Example:
The Roman Empire ________.

a. Had no central government

b. Had no definite territory
c. Had no heroes
d. Had no common religion

 Use the <None of the above= option only when the keyed answer
is totally correct.

 When choice of the <best= response is intended, <none of the above=

is not appropriate, since the implication has already been made that
the correct response may be partially inaccurate.

 Note that use of <all of the above= may allow credit for partial
knowledge.

 In a multiple option item, (allowing only one option choice) if a

student only knew that two (2) options were correct, he could then
deduce the correctness of <all of the above=. This assumes you are
allowed only one correct choice.

Assessment of Learning 1
Rosita L. Navarro, Ph.D.
Rosita G. Santos, Ph.D.
Brenda B. Corpuz, Ph.D.
  Better still use <none of the above= and <all of the above=
sparingly. But best not to use them at all.

 Having compound response choices may purposefully increase

difficulty of an item.

 The difficulty of a multiple choice item may be controlled by

varying the homogeneity or degree of similarity of responses.
The more homogeneous, the more difficult the item because
they all look like the correct answer.

Example:
(Less Homogeneous)
Thailand is located in:
a. Southeast Asia
b. Eastern Europe
c. South America
d. East Africa
e. Central America

(More homogeneous)

Thailand is located next to:

a. Laos and Kampuchea

b. India and China
c. China and Malaysia
d. Laos and China
e. India and Malaya

Assessment of Learning 1
Rosita L. Navarro, Ph.D.
Rosita G. Santos, Ph.D.
Brenda B. Corpuz, Ph.D.
 QUIZ # 2: Construct a Multiple-Choice Test

A. Prepare a 20 – item multiple – choice test. (Refer to your K – 12 Content

Areas and Competencies)

 For English Majors (Grades VII - X)

 For Math Majors (Grades VII - X)
 For BEED Majors (Grade V – VII)
 For Methods Senior HS Contents in your target Areas

B. Categorize each item by cognitive levels

C. Prepare a TOS

D. Use your TOS to guide you in constructing your test questions

 For Submission: On or before October 24, 2020

Assessment of Learning 1
Rosita L. Navarro, Ph.D.
Rosita G. Santos, Ph.D.
Brenda B. Corpuz, Ph.D.
 The matching type items may be considered modified multiple choice type

items where the choices progressively reduce as one successfully matches the items

on the left with the items on the right.

Assessment of Learning 1
Rosita L. Navarro, Ph.D.
Rosita G. Santos, Ph.D.
Brenda B. Corpuz, Ph.D.
 Here are some guidelines to observe in the formulation of good matching type of
test.

 Match homogeneous not heterogeneous items.

 The items to match must be homogeneous. If you want your

students to match authors with their literary works, in one
column will be authors and in the second column must be
literary works. Don’t insert nationality for instance with
names of authors. That will not be a good item since it is
obviously wrong.

 EXAMPLE OF HOMOGENEOUS ITEMS.

 The items are all about the Filipino heroes, nothing more.

 Match the items in Column A with the items in Column B.

Example: Match the items in column A with the items in column B.

___ . First President of the Republic . Magellan

___ . National Hero . Mabini
___ . Discovered the Philippines . Rizal
___ . Brain of Katipunan . Lapu-Lapu
___ . The great painter . Aguinaldo
___ . Defended Limasawa Island . Juan Luna
. Antonio Luna

Assessment of Learning 1
Rosita L. Navarro, Ph.D.
Rosita G. Santos, Ph.D.
Brenda B. Corpuz, Ph.D.
 The stem (longer in construction than the options) must be
in the second column while the options (usually shorter)
must be in the second column.

The options must be more in number than the stems to

prevent the student from arriving at the answer by mere
process of elimination.

To help the examinee find the answer easier, arrange the

options alphabetically or chronologically.

Like any other test, the direction of the test must be

given. The examinees must know exactly what to do.

Assessment of Learning 1
Rosita L. Navarro, Ph.D.
Rosita G. Santos, Ph.D.
Brenda B. Corpuz, Ph.D.
 Analyze the matching type of test below. Is this PERFECT (an answer may
not be repeated) matching type of test written in accordance with the guidelines
given?

1. Poly A. Sides
2. Triangle B. Eight-sided polygon
3. Pentagon C. Ten-sided polygon
4. Square D. Close plane figure
5. Decagon E. Irving
6. Hexagon F. James
7. Isosceles Triangle G. Melville
8. Octagon H. Mark Twains (Clemens)
9. Gons I. Wharton
10. Circle J. Many

Matching type items, unfortunately, often test lower order thinking skills
(knowledge level) and are unable to test higher order thinking skills such as
application and judgment skills.

Assessment of Learning 1
Rosita L. Navarro, Ph.D.
Rosita G. Santos, Ph.D.
Brenda B. Corpuz, Ph.D.
 Another type of a matching type of test is the IMPERFECT TYPE.

BELOW IS AN EXAMPLE OF AN IMPERFECT MATCHING TYPE OF

TEST. Imperfect because an answer may be repeated and so like an unfaithful
husband or wife can pair with one other than his wife / her husband.

In Column 1 are works and writings in American literature and in Column 2

are their authors. Write the letter of the author which corresponds to his work on
the blank provided before each author. In some cases, an answer may be
repeated.

COLUMN A COLUMN B
1. The Alhambra A. Cooper
2. The Pioneers B. Dana
3. The Guardian Angel C. Emerson
4. Two Years Before the Mast D. Holmes
5. Moby Dick E. Irving
6. The World in a Man of War F. James
7. The last of the Mohicans G. Melville
8. The American Scholar H. Mark Twains (Clemens)
9. The Autocrat of the Breakfast Table I. Wharton
10. Tom Sawyer

If you intend to make use of this imperfect type of matching test, make
sure you indicate so in the <Direction= to caution the students who usually think
that an answer may not be repeated.

Assessment of Learning 1
Rosita L. Navarro, Ph.D.
Rosita G. Santos, Ph.D.
Brenda B. Corpuz, Ph.D.
 QUIZ # 3

Repeat activities A, B, C of Quizzes # 1 and 2 and this

time you prepare a matching type test. Choose test stems that
measure higher order thinking skills.

 For Submission: On or before October 31, 2020

Assessment of Learning 1
Rosita L. Navarro, Ph.D.
Rosita G. Santos, Ph.D.
Brenda B. Corpuz, Ph.D.
 Another useful device for testing lower order thinking skills is the supply type

of tests. Like the multiple choice test, the items in this kind of test consist of a

stem and a blank where the students would write the correct answer.

Example: The study of life and living organisms is called ________.

Supply type tests depend heavily on the way the stems are constructed.

These tests allow for one and only one answer and, hence, often test only the

students’ knowledge.

Assessment of Learning 1
Rosita L. Navarro, Ph.D.
Rosita G. Santos, Ph.D.
Brenda B. Corpuz, Ph.D.
 It is, however, possible to construct supply type of tests that will test higher

order thinking as the following example shows:

Example: Write an appropriate synonym for each of the following.

Each blank corresponds to a letter:

Metamorphose: _ _ _ _ _ _

Flourish : _ _ _ _

The appropriate synonym for the first is CHANGE with six (6) letters while

the appropriate synonym for the second is GROW with four (4) letters. Notice that

these questions require not only mere recall of words but also understanding of

these words.

Assessment of Learning 1
Rosita L. Navarro, Ph.D.
Rosita G. Santos, Ph.D.
Brenda B. Corpuz, Ph.D.
 The following guidelines can help you formulate a completion type of test, the
FILL-IN-THE-BLANK TYPE.

 Avoid over mutilated sentences like item # 1 below. Give

enough clue to the student.

 The _____ produced by the _____ is used by the green

_____ to change the _____ and _____ into _____. This
process is called _____.

 Avoid open-ended item. There should be only one acceptable

answer. This item is open-ended hence, no good test item.

 Ernest Hemingway wrote ________.

Assessment of Learning 1
Rosita L. Navarro, Ph.D.
Rosita G. Santos, Ph.D.
Brenda B. Corpuz, Ph.D.
  The blank should be at the end or near the end of the
sentence.

 The question must first be asked before an answer is

expected.

 Like the matching type of test, the stem (where

the question is packed) must be in the first
column.

 Ask question on more significant item not on trivial matter.

 Jose Rizal was born on June __, 1861.

 There are other more significant items to ask other than

specific birthdates.

 The length of the blanks must not suggest the answer. So

better to make the blanks uniform in size.

 A part of speech that names persons, places or things is

________.

 A word used to connect clauses or sentences or to

coordinate words in the same clause is called ________.

Assessment of Learning 1
Rosita L. Navarro, Ph.D.
Rosita G. Santos, Ph.D.
Brenda B. Corpuz, Ph.D.
 QUIZ # 4

Repeat activities A, B, C of Quizzes # 1, 2 and 3 and

prepare 15 – item completion type tests.

 For Submission: On or before November 7, 2020

Assessment of Learning 1
Rosita L. Navarro, Ph.D.
Rosita G. Santos, Ph.D.
Brenda B. Corpuz, Ph.D.
 Essays, classified as non-objective tests, allow for the assessment of higher

order thinking skills. Such tests require students to organize their thoughts on a

subject matter in coherent sentences in order to inform an audience. In essay tests,

students are required to write one or more paragraphs on a specific topic.

Assessment of Learning 1
Rosita L. Navarro, Ph.D.
Rosita G. Santos, Ph.D.
Brenda B. Corpuz, Ph.D.
  Describe the similarities and differences between …

 Compare the following methods for …

 What are the major causes for …

 What would be the most likely effects of …

 Which of the following alternatives would you favor and

why?

 Explain why you agree or disagree with the following

statement.

Assessment of Learning 1
Rosita L. Navarro, Ph.D.
Rosita G. Santos, Ph.D.
Brenda B. Corpuz, Ph.D.
  State the points included in …

 Briefly summarize the contents of …

 Formulate several valid generalizations from the

following data.

 State a set of principles that can explain the following

events.

 In the light of the facts presented, what is most likely

to happen when …

 How would Senator X be most likely to react to the

bomb explosion after the bar examination last
September?

Assessment of Learning 1
Rosita L. Navarro, Ph.D.
Rosita G. Santos, Ph.D.
Brenda B. Corpuz, Ph.D.
  Group the following items according to …

 What do the following items have in common?

 Using the principles of ___ as guide, describe how

you would solve the following problem situation.

 Describe a situation that illustrates the principle of

___.

 Describe the reasoning errors in the following

paragraphs.

 List and describe the main characteristics of …

Assessment of Learning 1
Rosita L. Navarro, Ph.D.
Rosita G. Santos, Ph.D.
Brenda B. Corpuz, Ph.D.
  Describe the strengths and weaknesses of the
following …

 Using the criteria developed in class, write an

evaluation of …

 Make up a story describing what would happen if …

 Design a plan to prove that …

 Write a well-organized report that shows …

Assessment of Learning 1
Rosita L. Navarro, Ph.D.
Rosita G. Santos, Ph.D.
Brenda B. Corpuz, Ph.D.
 It is also referred to as short focused response.
Examples are asking students to <write an example=, <list three
reasons=, or <compare and contrast two techniques=.

Sample Short Response Question

(10th Grade Reading)

How are the scrub jay and the mockingbird different?

Support your answer with details and information from the
article.

Assessment of Learning 1
Rosita L. Navarro, Ph.D.
Rosita G. Santos, Ph.D.
Brenda B. Corpuz, Ph.D.
 Extended responses can be much longer and complex than short
responses, but students are encouraged to remain focused and
organized.

Sample Extended Response Question

(5th Grade Science)

Robert is designing a demonstration to display at his school’s science

fair. He will show how changing the position of a fulcrum on a lever changes
the amount of force needed to lift an object. To do this, Robert will use a
piece of wood for a lever and a block of wood to act as a fulcrum. He plans to
move the fulcrum to different places on the lever to see how its placement
affects the force needed to lift an object.

PART A Identify at least two other actions that would make Robert’s
demonstration better.

PART B Explain why each action would improve the demonstration.

Source: https://fcit.usf.edu/assessment/constructed/constructb.html

Note that all these involve the HIGHER-LEVEL SKILLS

mentioned in BLOOM’S TAXONOMY.

Assessment of Learning 1
Rosita L. Navarro, Ph.D.
Rosita G. Santos, Ph.D.
Brenda B. Corpuz, Ph.D.
  Phrase the direction in such a way that students are guided
on the key concepts to be included. Specify how the students
should respond.

 Example:

Using details and information from the article (Hundred

Islands), summarize the main points of the article. For a
complete and correct response, consider these points:

 Its history (10 pts.)

 Its interesting features (10 pts.)
 Why it is a landmark (5 pts.)

 Non-example:

Using details and information from the article (Hundred

Islands) summarize the main points of the article.

Source: https:/fcit.usf.edu/assessment/constructed/constructb.html

Assessment of Learning 1
Rosita L. Navarro, Ph.D.
Rosita G. Santos, Ph.D.
Brenda B. Corpuz, Ph.D.
  Inform the students on the criteria to be used for grading
their essays.

 This rule allows the students to focus on relevant and

substantive materials rather than on peripheral and
unnecessary facts and bits of information.

 Example:

Write an essay on the topic: <Plant Photosynthesis=

using the keywords indicated. You will be graded
according to the following criteria:

(a) Coherence
(b) Accuracy of Statements
(c) Use of keywords
(d) Clarity
(e) Extra points for innovative presentation of
ideas.

Put a time limit on the essay test.

Decide on your essay grading system prior to getting the essays

of your students.

Assessment of Learning 1
Rosita L. Navarro, Ph.D.
Rosita G. Santos, Ph.D.
Brenda B. Corpuz, Ph.D.
  Evaluate all of the students’ answers to one question

before proceeding to the next question.

 Scoring or grading essay tests question by question,

rather than student by student, makes it possible to

maintain a more uniform standard for judging the

answers to each question.

 This procedure also helps offset the halo effect in

grading. When all of the answers on one paper are read

together, the grader’s impression of the paper as a

whole is apt to influence the grades he assigns to the

individual answers.

 Grading question by question, of course, prevents the

formation of this overall impression of a student’s paper.

Each answer is more apt to be judged on its own merits

when it is read and compared with other answers to the

same question, than when it is read and compared with

other answers by the same student.

Assessment of Learning 1
Rosita L. Navarro, Ph.D.
Rosita G. Santos, Ph.D.
Brenda B. Corpuz, Ph.D.
  Evaluate answers to essay questions without knowing the

identity of the writer.

 This is another attempt to control personal bias

during scoring. Answers to essay questions should be

evaluated in terms of what is written, not in terms of

what is known about the writers from other contacts

with them.

 The best way to prevent our prior knowledge from

influencing our judgment is to evaluate each answer

without knowing the identity of the writer. This can

be done by having the students write their names on

the back of the paper or by using code numbers in

place of names.

Assessment of Learning 1
Rosita L. Navarro, Ph.D.
Rosita G. Santos, Ph.D.
Brenda B. Corpuz, Ph.D.
  Whenever possible, have two or more persons grade each

answer.

 The best way to check on the reliability of the scoring of

essay answers is to obtain two or more independent

judgments. Although this may not be a feasible practice

for routine classroom testing, it might be done

periodically with a fellow teacher (one who is equally

competent in the area). Obtaining two or more

independent ratings becomes especially vital where the

results are to be used for important and irreversible

decisions, such as in the selection of students for

further training or for special awards.

 Here the pooled ratings of several competent persons

may be needed to attain level of reliability that is

commensurate with the significance of the decision being

made.

 Some teachers use the cumulative criteria i.e.

adding the weights given to each criterion, as

basis for grading while others use the reverse.

 In the latter method, each student begins with a

score of 100. Points are then deducted every time

a teacher encounters a mistake or when a

criterion is missed by the student in his essay.

Assessment of Learning 1
Rosita L. Navarro, Ph.D.
Rosita G. Santos, Ph.D.
Brenda B. Corpuz, Ph.D.
  Do not provide optional questions.

 It is difficult to construct questions of equal difficulty

and so teacher cannot have valid comparison of students’

achievement.

 Provide information about the value/weight of the question

and how it will be scored.

Assessment of Learning 1
Rosita L. Navarro, Ph.D.
Rosita G. Santos, Ph.D.
Brenda B. Corpuz, Ph.D.
  Emphasize higher level thinking skills.

 Example:

Scientists have found that oceans can

influence the temperature of nearby landmasses.

Coastal landmasses tend to have more moderate

temperatures in summer and winter than inland

landmasses of the same latitude.

 Non Example:

Considering the influence of ocean

temperatures, explain why inland temperatures vary

in summer and winter to a greater degree than

coastal temperatures. List three coastal land

masses.

Assessment of Learning 1
Rosita L. Navarro, Ph.D.
Rosita G. Santos, Ph.D.
Brenda B. Corpuz, Ph.D.
 QUIZ # 5

A. Read about an article in current events, preferably on

environment care, climate change or blended learning.

B. Construct essay test questions (3) using restricted types

and (3) nonrestricted types. Prepare a holistic scoring
rubric for your essay test. Clip the article with the essay
questions

 for submission on or before November 14, 2020.

REMINDER!

 Your submitted test questions will be 50% of

your midterm grade; the 50% will be based on
your midterm exam which you will take as
scheduled.
 Please be guided accordingly.

Good Luck! �㴊�㴊�㴊

Assessment of Learning 1
Rosita L. Navarro, Ph.D.
Rosita G. Santos, Ph.D.
Brenda B. Corpuz, Ph.D.