COLLEGE OF TEACHER

EDUCATION

“Mold minds, Change lives, Touch Hearts”

 Vision

A premier educational institution in Northern Cebu that

drives sustainable development and excellence,
responsive to local and global needs, and produces
highly employable graduates.

2
Mission

Provide transformative educational experiences that

develop well-rounded, socially responsible graduates
who excel in their fields and drive positive change in
local and global communities through impactful
research, community engagement, and a commitment
to sustainable practices.

3
 Goals

E- Establish a comprehensive research culture across all academic

programs to drive innovation and address local and global challenges.
X - Expand access to education through innovative delivery modes,
strategic partnerships, and targeted outreach to communities.
C - Create a culture of service-learning and social responsibility** to
cultivate graduates who are committed to making a positive impact on
society
E- Enhance the college's reputation and visibility** through strategic
marketing, alumni engagement, and a commitment to excellence in all
endeavors
4
 Goals

L- Leverage comprehensive student support services to foster holistic

development and promote student success and well-being
L - Launch, develop and implement sustainable practices throughout
the college's operations to model environmental stewardship
E - Establish a culture of continuous improvement through regular
assessment, data-driven decision making, and a commitment to
quality assurance
N- Nurture a culture of innovation to empower students to develop
creative solutions to complex challenges.

5
 Goals

T- Team up with industry and community stakeholders** to ensure curriculum

relevance and provide impactful experiential learning opportunities for students
You sent
I- Internationalize the curriculum and student experience to prepare graduates for
the global workforce and promote cross-cultural understanding
A - Attract and retain highly qualified faculty who are committed to excellence in
teaching, research, and community engagement

6
 Quality Policy Statement

Cebu Roosevelt Memorial Colleges is committed to producing highly

competent graduates who excel in their fields, drive positive change,
and contribute to sustainable development. The college aims to foster
academic excellence, adaptability, and a culture of innovation, social
responsibility, and empathy. Through continuous improvement and
stakeholder engagement, the college strives to satisfy the intellectual
and educational preferences of the surrounding communities while
aligning with national goals.

7
Core Values

A — Academic Excellence
- Adaptability
R - Respect
I - Innovation
S- Social Responsibility
E- Empathy

8
 Official Tagline

LEARNING TODAY, LEADING TOMORROW

9
 WHAT IS ASSESSMENT IN LEARNING ?

Assessment - is rooted in the Latin word assidere, which means “to sit beside another”.

Assessment is generally defined as the process of gathering quantitative and/or qualitative data for
the purpose of making decisions.

Assessment in learning is vital to the educational process similar to curriculum and instruction.
Schools and teachers will not be able to determine the impact of curriculum and instruction on
students or learners without assessing learning.

“Mold minds, Change lives, Touch Hearts”

 WHAT IS ASSESSMENT IN LEARNING ?

Is defined as the systematic and purpose-oriented collection, analysis,

and interpretation of evidence of student learning in order to make
informed decisions relevant to the learners. In essence, the aim of
assessment is to used evidence on student learning to further
promote and manage learning. Assessment in learning can be
characterized as (a) a process, (b) based on specific objectives, and
(c) from multiple sources.
“Mold minds, Change lives, Touch Hearts”
OTHER CONCEPTS RELATED TO
ASSESSMENT
Measurement IN
- is defined as the process LEARNING
of assigning : the individual’s achievement, intelligence,
numbers to
personality, attitudes and values.

Evaluation - is the process of providing information that will help in making judgment about a particular
situation.

Testing - refers to the use of a test or battery of tests to collect information on student learning over a specific
period of time.

Grading - refers to the process of assigning value to the performance or achievement of a learner based on
specified criteria or standards.

“Mold minds, Change lives, Touch Hearts”

 DIFFERENT TYPES OF ASSESMENT IN LEARNINGS :

Formative assessment refers to assessment activities that provide information to both teachers and learners
and learners on how they can improve the teaching-learning process. This type of assessment is formative
because it is used at the beginning and during instruction for teachers to assess learner’s understanding.

Summative Assessments are assessment activities that aim to determine learner’s mastery of content or
attainment of learning outcomes. They are summative, as they are supposed to provide information on the
quantity or quality of what students have learned or achieved at the end of instruction.

“Mold minds, Change lives, Touch Hearts”

 DIFFERENT TYPES OF ASSESSMENT IN
LEARNING :
Diagnostic assessment aims to detect the learning problems or difficulties of the learners so that corrective
measures or interventions are done to ensure learning.

Placement assessment is used to determine what the learners already know or what are their needs that
could inform design of instruction.

Traditional assessment refers to the use of conventional strategies or tools to provide information about the
learning of students.

Authentic assessment refers to the use of assessment strategies or tools that allow learners to perform or
create a product that are meaningful to the learners, as they are based on real-world contexts.
“Mold minds, Change lives, Touch Hearts”
 PRINCIPLES IN ASSESSING
LEARNING:
Assessment should have a clear purpose.

Assessment is not an end itself.

Assessment is an ongoing, continuous, and a formative process.

Assessment is learner-centered.

Assessment is both process- and product-oriented.

Assessment must be comprehensive and holistic.

“Mold minds, Change lives, Touch Hearts”

 PRINCIPLES IN ASSESSING
LEARNING:
Assessment requires the use of appropriate measures.

Assessment should be as authentic as possible.

“Mold minds, Change lives, Touch Hearts”

Summary

Assessment is a systematic process of defining, selecting, designing,

collecting, analyzing, interpreting, and using information to increase
students' learning and development.

Assessment may be described in terms of its purpose such as assessment FOR,

assessment OF and assessment AS.

Learning is a change in the learner’s behaviour towards an improved level as a

product of one’s experience and interaction with his environment.

Measurement is a process of determining or describing the attributes or

characteristics of learners generally in terms of quantity.

“Mold minds, Change lives, Touch Hearts”

Summary

Evaluation is the process of making judgments based on standards and

evidences derived from measurements.

A test is a tool consists of a set of questions administered during a fixed

period of time under comparable conditions for all students. Testing
measures the level of skill or knowledge that has been reached.

Grading is a form of evaluation which provides information as to whether a

learner passed or failed in a certain task or subject

Principles of assessment are guides for teachers in their design, and

development of outcomes-based assessment tools.

“Mold minds, Change lives, Touch Hearts”

 Enrichment

Secure a copy of DepEd Order No. 8, s. 2015 on the Policy Guidelines on Classroom
Assessment for the K to 12 Basic Education Program. Study the policies and be
ready to clarify any provisions during G-class. You can access the Order from this
link: https://www.deped.gov.ph/2015/04/01/do- 8-s-2015-policy-guidelines-on-
classroom-assessment-for-the-k-to-12-basic-education-program/

Read DepEd Order No. 5, s. 2013 (Policy Guidelines on the Implementation of the
School Readiness Year-end Assessment (SReYA) for Kindergarten. (Please access
through
https://www.deped.gov.ph/2013/01/25/do-5-s-2013-policy-guidelines-onthe-
implementation-of-the-school-readiness-year-end-assessment-sreyafor-
kindergarten/).

“Mold minds, Change lives, Touch Hearts”

Enrichment

1. What assessment is cited in the Order? What is the purpose of giving such
assessment?

2. How would you classify the assessment in terms of its nature? Justify.

3. What is the relevance of this assessment to students, parents and

teachers and the school?

“Mold minds, Change lives, Touch Hearts”

Purposes of Classroom Assessment,
Educational Objectives,
Learning Targets and Appropriate Methods

“Mold minds, Change lives, Touch Hearts”

 Purpose of Assessment

Assessment for Learning

is on-going assessment that allows teachers to monitor students

on a day-to-day basis and modify their teaching based on what
the students need to be successful. This assessment provides
students with the timely, specific feedback that they need to
make adjustments to their learning.

“Mold minds, Change lives, Touch Hearts”

 Purpose of Assessment

2. Assessment of Learning

is the snapshot in time that lets the teacher, students and their
parents know how well each student has completed the learning
tasks and activities. It provides information about student
achievement. While it provides useful reporting information, it often
has little effect on learning.

“Mold minds, Change lives, Touch Hearts”

Comparing Assessment for
Learning and Assessment of
Learning
Assessment for Learning Assessment of Learning
(Formative Assessment) (Summative Assessment)

Checks learning to determine what Checks what has been learned to

to do next and then provides date.
suggestions of what to do - teaching
and learning are indistinguishable
from assessment.
Is designed to assist educators and Is designed for the information of
students in improving learning. those not directly involved in daily
learning and teaching in addition to
educators
and students.

24
Comparing Assessment for
Learning and Assessment of
Learning

Assessment for Learning Assessment of Learning

(Formative Assessment) (Summative Assessment)

Is used continually by providing Is presented in a periodic report.

descriptive feedback. Usually compiles data into a single
Usually uses detailed, specific and number, score or mark as part of a
descriptive feedback - in a formal or formal report.
informal report.
Is not reported as part of an Is reported as part of an
achievement grade. achievement
grade.

25
Comparing Assessment for
Learning and Assessment of
Learning

Assessment for Learning Assessment of Learning

(Formative Assessment) (Summative Assessment)

Usually focuses on improvement, Usually compares the student's

compared with the student's learning either with other students'
“previous learning (norm-referenced, making
best” (self-referenced, making learning highly competitive) or the
learning more personal). standard for a grade level
(criterionreferenced,
making learning more
collaborative and individually
focused).
Involves the student. Does not always involve the student.

26
Purpose of Assessment

3. Assessment as Learning

develops and supports students‘ metacognitive skills. This form of assessment

is crucial in helping students become lifelong learners. As students engage in
peer and self-assessment, they learn to make sense of information, relate it to
prior knowledge and use it for new learning. Students develop a sense of
ownership and efficacy when they use teacher, peer and self-assessment
feedback to make adjustments, improvements and changes to what they
understand.

“Mold minds, Change lives, Touch Hearts”

The Roles of Classroom
Assessment in the Teaching-
Learning Process

Formative

Teachers conduct assessment because they want to acquire information on the

current status and level of learner’s knowledge and skills or competencies.
Teachers may need information (e.g. prior knowledge, strengths) about the
learners prior to instruction, so they can design their instructional plan to better
suit the needs of the learners. Teachers may also need information on learners
during instruction to allow them to modify instruction or learning activities to
help learners achieve the learning outcomes. How teachers should facilitate
students’ learning may be informed by the information that may be acquired in
the assessment results.

“Mold minds, Change lives, Touch Hearts”

The Roles of Classroom
Assessment in the Teaching-
Learning Process

Diagnostic

Teachers can use assessment to identify specific learners’ weaknesses or

difficulties that may affect their achievement of the intended learning outcomes.
Identifying these weaknesses allows teachers to focus on specific learning
needs and provide opportunities for instructional intervention or remediation
inside or outside the classroom. The diagnostic role of assessment may also
lead to differentiated instruction or even individualized learning plans when
deemed necessary.

“Mold minds, Change lives, Touch Hearts”

The Roles of Classroom
Assessment in the Teaching-
Learning Process

Evaluative

Teachers conduct assessment to measure learners’ performance or

achievement for the purpose of making judgment or grading in particular.
Teachers need information on whether the learners have met the intended
learning outcomes after the instruction is fully implemented. The learners’
placement or promotion to the next educational level in informed by the
assessment results.

“Mold minds, Change lives, Touch Hearts”

The Roles of Classroom
Assessment in the Teaching-
Learning Process

Facilitative

Classroom assessment may affect student learning. On the part of teachers,

assessment for learning provides information on students’ learning and
achievement that teachers can use to improve instruction and the learning
experiences of learners. On the part of learners, assessment as learning allows
them to monitor, evaluate, and improve their own learning strategies. In both
cases, student learning is facilitated.

“Mold minds, Change lives, Touch Hearts”

The Roles of Classroom
Assessment in the Teaching-
Learning Process

Motivational

Classroom assessment can serve as a mechanism for learners to be motivated

and engaged in learning and achievement in the classroom. Grades, for
instance, can motivate and demotivate learners. Focusing on progress,
providing effective feedback, innovating assessment tasks, and using
scaffolding during assessment activities provide opportunities for assessment
activities provide opportunities for assessment to be motivating rather than
demotivating.

“Mold minds, Change lives, Touch Hearts”

Comparing Educational Goals,
Standards, and Objectives

Goals

Goals are general statements about desired

learner outcomes in a given year or during the
duration of a program

“Mold minds, Change lives, Touch Hearts”

Comparing Educational Goals,
Standards, and Objectives

Standards

Standards are specific statements about what learners

should know and are capable of doing at a particular grade
level, subject, or course.

“Mold minds, Change lives, Touch Hearts”

Comparing Educational Goals,
Standards, and Objectives

Standards
(1)content (desired outcomes in a content area)

(2) performance (what students to do demonstrate

competence)

(3) developmental (sequence of growth and change over

time)

(4) grade-level (outcomes for a specific grade)

“Mold minds, Change lives, Touch Hearts”
 Comparing Educational Goals,
Standards, and Objectives

Educational Objectives

are specific statements of learner performance at the

end of an instruction unit. These are sometimes referred
to as behavioural objectives and are typically stated
with the use of verbs.

“Mold minds, Change lives, Touch Hearts”

 Comparing Educational Goals,
Standards, and Objectives

Learning Outcomes

are “statements of student performance that will be achieved in

a single lesson or few days” and contains “both a description of
what students should know, understand, and be able to do at
the end of instruction and something about the criteria for
judging the level of performance demonstrated” (McMillan 2014,
p.43).

“Mold minds, Change lives, Touch Hearts”

Comparing Educational Goals,
Standards, and Objectives

Educational Objectives Learning Outcomes

Pagbibigay sa mga mag- a. Nailalarawan ang sariling buhay simula sa

aaral ng kaalaman at pag- pagsilang hanggang sa kasalukuyang edad.
unawa tungkol sa tao, b. Nasasabi at naipapaliwanag ang mga alituntunin
sa silid-aralan at sa paaralan.
kapaligiran at lipunan.
c. Naiisa-isa ang mga tungkulin ng isang mabuting
mamamayan sa pangangalaga ng kapaligiran.

“Mold minds, Change lives, Touch Hearts”

Bloom’s Taxonomy of Educational
Objectives

Bloom’s Taxonomy consists of three domains: cognitive,

affective and psychomotor. These three domains correspond
to the three types of goals that teachers want to assess:
knowledge-based goals (cognitive), skills-based goals
(psychomotor), and effective goals (affective). Hence, there
are there taxonomies that can be used by teachers depending
on the goals. Each taxonomy consists of different levels of
expertise with varying degrees of complexity.

“Mold minds, Change lives, Touch Hearts”

TAXONOMY OF EDUCATIONAL
OBJECTIVES

1. Cognitive Domain

-called for outcomes of mental activity

such as memorizing, reading problem solving,
analyzing, synthesizing and drawing
conclusions

“Mold minds, Change lives, Touch Hearts”

TAXONOMY OF EDUCATIONAL
OBJECTIVES

Bloom’s Taxonomy in 1956 Anderson/Krathwohl’s Revision in

2001

1.Knowledge: Remembering or 1. Remembering: When memory is

retrieving previously learned material. used to produce definitions, facts, or
Examples: Identify, relate, define, lists, to recite or retrieve material.
recall, memorize, recognize, acquire

2. Comprehensions: The ability to grasp 2. Understanding: Constructing

or construct meaning from material. meaning from different types of
Examples: restate, explain, functions be they written or graphic
conclude, differentiate, illustrate, message activities.
interpret

“Mold minds, Change lives, Touch Hearts”

TAXONOMY OF EDUCATIONAL
OBJECTIVES

Bloom’s Taxonomy in 1956 Anderson/Krathwohl’s Revision in

2001
3. Application: The ability to use 3. Applying: Relates and refers to
learned material, or to implement situations where learned material is
material in new and concrete used through products like models,
situations. presentations, interviews or
Examples: Apply, relate, develop, simulations.
translate, operate, use, practice
4. Analysis: The ability to break down 4.Analyzing: Breaking material or
or distinguish the parts of the material concepts into parts, determining how
into their components so that their the parts relate or interrelate to one
organizational structure maybe better another or to an overall structure or
understood. purpose.
Examples: Analyze, compare,
survey, classify, dissect, separate,
discriminate
“Mold minds, Change lives, Touch Hearts”
TAXONOMY OF EDUCATIONAL
OBJECTIVES

Bloom’s Taxonomy in 1956 Anderson/Krathwohl’s Revision in

2001
5. Synthesis: The ability to put parts 5. Evaluating: Making judgments based
together to form a coherent or unique on criteria and standards through
new whole. checking and critiquing.
Examples: Compose, create, collect, Examples: defend, evaluate, rank, rate
develop, derivate, combine, write
6. Evaluation: The ability to judge, 6. Creating: Putting elements together
check and even critique the value of to form a coherent or functional whole;
material for a given purpose. reorganizing elements into a new
Examples: Judge, assess, compare, pattern
evaluate, conclude, decide, select, Examples: Compose, generate,
value formulate, produce, revise,
reconstruct, rearrange

“Mold minds, Change lives, Touch Hearts”

 TAXONOMY OF EDUCATIONAL
OBJECTIVES

Knowledge Description Sample Questions

Factual This type of knowledge is What is the capital city of the

basic in every discipline. It Philippines?
tells the facts or bits of
information one needs to
know in a discipline . This
type of knowledge usually
answer questions that begin
with “who”, ”where”, ”what”,
and “when”.

“Mold minds, Change lives, Touch Hearts”

 TAXONOMY OF EDUCATIONAL
OBJECTIVES

Knowledge Description Sample Questions

Conceptual This type of knowledge is What makes the Philippines the

also fundamentals in every “Pearl of the orient seas”?
discipline. It tells the
concepts, generalizations,
principles, theories, and
models that one needs to
know in a discipline. This
type of knowledge usually
answers questions that
begins with “what”.
“Mold minds, Change lives, Touch Hearts”
 TAXONOMY OF EDUCATIONAL
OBJECTIVES

Knowledge Description Sample Questions

Procedural This type of knowledge is How do we develop items for an

fundamental in every achievement test?
discipline. It tells the
processes, steps,
techniques, methodologies,
or specific skills needed in
performing a specific task
that one needs to know and
be able to do in a discipline.
This type knowledge usually
answers questions that
“Mold minds, Change
beginlives, Touch Hearts”
with “how”.
 TAXONOMY OF EDUCATIONAL
OBJECTIVES

Knowledge Description Sample Questions

Metacognitive This type of knowledge Why is engineering the most

makes the discipline suitable course for you?
relevant to one’s life. It
makes one understand the
value of learning on one’s
life. It requires reflective
knowledge and strategies on
how to solve problems or
perform a cognitive task
through understanding of
oneself and context . This
“Mold minds, Change
type of lives, Touch Hearts”
knowledge usually
answers questions that
begin with “why”. Questions
 TAXONOMY OF EDUCATIONAL
OBJECTIVES

Psychomotor Domain

characterized by the progressive levels of

behaviors from observation to mastery of
physical skills.

“Mold minds, Change lives, Touch Hearts”

 TAXONOMY OF EDUCATIONAL
OBJECTIVES

Psychomotor Domain
Level Definition Example

1. Perception The ability to use Detects

sensory cues to nonverbal
guide motor communication
activity. cues
2. Set Readiness to act. It Recognizes one’s
includes mental, abilities and
physical, and limitations.
emotional sets

“Mold minds, Change lives, Touch Hearts”

 TAXONOMY OF EDUCATIONAL
OBJECTIVES

Psychomotor Domain
Level Definition Example

3. Guided Response The early stages in Performs a

learning a complex skill mathematical equation
that includes imitation as demonstrated.
and trial and error.
4. Mechanism This is the Uses a personal
intermediate stage computer.
in learning a
complex skill.

“Mold minds, Change lives, Touch Hearts”

 TAXONOMY OF EDUCATIONAL
OBJECTIVES

Psychomotor Domain
Level Definition Example

5. Complex Overt The skillful performance Operates a

Response of motor acts that computer quickly
involves complex and accurately.
movement patterns.
6. Adaptation Skills are well Responds effectively
developed and the to unexpected
individual can modify experiences
movement patterns to
fit special requirements.

“Mold minds, Change lives, Touch Hearts”

 TAXONOMY OF EDUCATIONAL
OBJECTIVES

Psychomotor Domain

Level Definition Example

7. Origination Creating new Creates a new

movement patterns to gymnastic routine
fit a particular
situation or specific
problem

“Mold minds, Change lives, Touch Hearts”

 TAXONOMY OF EDUCATIONAL
OBJECTIVES

Other Psychomotor Domains

Level Definition Example

1. Imitation Observing and Copying an artwork
patterning behavior
after someone else

2. Manipulation Being able to perform Creating work on one’s

certain actions by own, after taking
following instructions lessons, or reading
about it.
3. Precision Refining, becoming more Working and
exact reworking
something, so it will
be
“just right”
“Mold minds, Change lives, Touch Hearts”
 TAXONOMY OF EDUCATIONAL
OBJECTIVES

Other Psychomotor Domains

Level Definition Example

4. Articulation Coordinating a series of Producing a video that
actions, involves music,
achieving harmony and drama, color, sound,
internal consistency etc.
5. Naturalization Having high level Michael Jordan
performance become playing basketball
natural, without needing
to think much about it.

“Mold minds, Change lives, Touch Hearts”

 TAXONOMY OF EDUCATIONAL
OBJECTIVES

Other Psychomotor Domains

Level Definition Example

1. Reflex Reactions that are not Flexion, extension,
Movements learned stretch

2. Fundamental Inherent movement Basic movement such

Movements patterns which are as walking, grasping,
formed by twisting, manipulating
combinations
of reflex
movements

“Mold minds, Change lives, Touch Hearts”

 TAXONOMY OF EDUCATIONAL
OBJECTIVES

Other Psychomotor Domains

Level Definition Example

3. Perception Response to stimuli Coordinated
such as visual, movements such as
auditory, kinesthetic jumping rope,
or tactile punting, catching
discrimination
4. Physical Abilities Stamina that must be Muscular exertion,
developed quick precise
for further movement
development such as
strength and agility

“Mold minds, Change lives, Touch Hearts”

 TAXONOMY OF EDUCATIONAL
OBJECTIVES

Other Psychomotor Domains

Level Definition Example

5. Skilled Advanced learned Skilled activities in
movements movements as one sports, recreation and
would find in sports or dance
acting
6. Non-discursive Effective body Body postures,
communication language, such as gestures, facial
gestures and facial expressions efficiently
expressions executed in skilled
dance movement
and choreographies

“Mold minds, Change lives, Touch Hearts”

 TAXONOMY OF EDUCATIONAL
OBJECTIVES

Affective Domain

describes learning objectives that emphasizes a feeling

tone, an emotion, or a degree of acceptance or rejection.

“Mold minds, Change lives, Touch Hearts”

 TAXONOMY OF EDUCATIONAL
OBJECTIVES

Affective Domain

Level Definition Example

1. Receiving The learners are willing Chooses,
to listen. describes,
chooses,
Gives, holds, selects
2. Responding The learners are willing Answers, assists,
to participate. aids, discusses,
performs, recites

“Mold minds, Change lives, Touch Hearts”

 TAXONOMY OF EDUCATIONAL
OBJECTIVES

Affective Domain

Level Definition Example

3. Valuing The learners are willing Shares, invites,
to be involved. joins, completes,
follows

4. Organization The learners are willing Arranges,

to be an advocate. combines, orders,
compares,
formulates,
5. Characterization by The learners are willing Displays, revises,
value or value set to influences,
one’s behavior, discriminates, verifies
lifestyle, or way of life.

“Mold minds, Change lives, Touch Hearts”

Categories and Formats of
Traditional Tests

1. Selected-response type - require learners to choose the

correct answer from several choices.

2. Constructed-response type - it requires learners to

supply answers to a given question or problem.

“Mold minds, Change lives, Touch Hearts”

 Categories and Formats of
Traditional Tests

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 alternatives
(distractors)
True-False or Alternate Response Test it generally consists of a
statement and deciding if the statement is true (accurate/correct) or
false (inaccurate/incorrect)

“Mold minds, Change lives, Touch Hearts”

 Categories and Formats of
Traditional Tests

Selected- Response Tests include

Matching-Type Test it consists of two sets of items to be

matched with each other based on a specified attribute.

“Mold minds, Change lives, Touch Hearts”

 Categories and Formats of
Traditional Tests

Constructed-response type

Short Answer Test it consists off open-ended questions or

incomplete sentences that require learners to write the correct
answer which may consist of a single word or a short phrase.

“Mold minds, Change lives, Touch Hearts”

 Categories and Formats of
Traditional Tests

Constructed-response type

Short Answer Test

Completion consists of incomplete statements that require the learners to
fill in the blanks with the correct word or phrase.
Identification consists of statements that summon the learners to identify or
recall the terms/concepts, people, places or events being
described.
Enumeration directs the learners to list down all possible answers to the
question.

“Mold minds, Change lives, Touch Hearts”

 Categories and Formats of
Traditional Tests

Constructed-response type

Short Answer Test

Essay Test consists of problems/questions that require learners to

compose or construct written responses, usually long ones with several
paragraphs.
Problem-Solving Test consists of problems/questions that require
learners to solve problems in quantitative or qualitative settings using
knowledge and skills in mathematical concepts and procedures, and/or
other higher-order cognitive skills.
“Mold minds, Change lives, Touch Hearts”
Types of Objective Tests

“Mold minds, Change lives, Touch Hearts”

General Guidelines in Choosing
Appropriate Test Format

1. What are the objectives or desired learning outcomes

lesson/unit?
2. What level of thinking is to be assessed (i.e., remembering,
understanding, applying, analyzing, evaluating or creating)?
3. Is the test matched or aligned with the course’s desired learning
outcomes and the course contents or learning activities?
4. Are the tests realistic to the students?

“Mold minds, Change lives, Touch Hearts”

Test Item Formulation

True-False Test

True or false items are used to measure learners’

ability to identify whether a statement or proposition is
correct/true or incorrect/false.

“Mold minds, Change lives, Touch Hearts”

 Rules in Constructing True or False
Items

1. Include items that are completely true or completely false.

The presidential system of government, where the president is only the

head of state or government, is adopted by the United States, Chile,
Panama and South Korea.

The presidential system, where the president is only the head of state or
government, is Chile.

“Mold minds, Change lives, Touch Hearts”

 Rules in Constructing True or False
Items

2. Avoid lifting statements from the textbook and other learning materials.

3. Use single idea in each test item.

The true-false item, which is favored by learners, is often referred to

as an alternative-response item.

The true-false item is also called an alternative-response item.

“Mold minds, Change lives, Touch Hearts”

 Rules in Constructing True or False
Items

4. Refrain from using negatives, especially double negatives.

There is nothing illegal about buying goods through the internet.
It is legal to buy things or goods through the internet.
5. Avoid using absolutes such as “always” and “never.”
The news and information posted on the CNN website is always
accurate.
The news and information posted on the CNN website is usually
accurate.
6. Avoid the use of unfamiliar words or vocabulary.

“Mold minds, Change lives, Touch Hearts”

Multiple Choice Items

The most versatile type of test since it can take several forms such as
completion, questions and direct form. 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. Each item in a
multiple choice test consists of 2 parts: a) the stem, and b) the
options. In the set of options or alternatives, there is a “correct” or
“best” option while the others are considered “distracters”.

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General Guidelines in writing good
multiple choice questions

1. Do not lift and use statements from the textbooks or other learning
materials.
2. Keep the vocabulary simple and understandable based on the level of
learners/examinees.
3. A direct question is preferred over an incomplete sentence.
Cement is ordinarily produced by _____________.
How is cement ordinarily produced?

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General Guidelines in writing good
multiple choice questions

4. 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

Which of the following is not a measure of variability?

Which of the following is NOT a measure of variability?

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General Guidelines in writing good
multiple choice questions

5. Write the stem as clearly described question or task.

Validity refers to
a. the consistency of test scores
b. the inference made on the basis of the test scores
c. measurement error as determined by standard deviation
d. the stability of test scores

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General Guidelines in writing good
multiple choice questions

5. Write the stem as clearly described question or task.

The inference made on the basis of the test scores refers to

a. Reliability
b. Validity
c. Stability
d. Measurement error

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General Guidelines in writing good
multiple choice questions

6. Avoid the use of unnecessary words or phrases which are not relevant to
the problem at hand.

While ironing his formal polo shirt Darwin burned his hand
accidentally on the hot iron. This was due to a transfer of heat
because….

Which of the following ways of heat transfer explains why Darwin’s

hand was burned after he touched a hot iron?

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General Guidelines in writing good
multiple choice questions

7. Write the distracters to be plausible yet clearly wrong.

Which of the following is the largest city in the United States?

a. Michigan
b. London
c. New York
d. Berlin

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General Guidelines in writing good
multiple choice questions

7. Write the distracters to be plausible yet clearly wrong.

Which of the following is the largest city in the United States?

a. Los Angeles
b. Chicago
c. New York
d. Miami

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General Guidelines in writing good
multiple choice questions

8. Write options that are parallel or similar in form and length to avoid
giving clues about the correct answer.
9. Place options in logical order (e.g. alphabetical, shortest to longest)
10. Place correct response randomly to avoid a discernible pattern of
correct answers.
11. Use none of the above carefully and only when there one absolutely
correct answer.
12. Avoid all of the above option, especially if it is intended to be the
correct answer.

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Short Answer Test Items

A short answer test item requires the learner to answer

a question or to finish an incomplete statement by filling
in the blank with the correct word or phrase.

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General Guidelines in writing fill in
the blank or completion test items.

1. Omit just the appropriate word from the sentence

Every atom has a central _____________called a nucleus.

Every atom has a central core called a(n)______________.

2. Avoid having too many blanks in a statement.

The __________ is the answer in _____.

The product is the answer in _________.

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General Guidelines in writing fill in
the blank or completion test items.

3. Be sure that there is only one correct response.

A four-sided polygon is called _______________.

A quadrilateral with four equal sided is called ______________.

4. Avoid grammatical clues to the response.

A group of islands surrounded by waters is called an _______________

A group of islands surrounded by waters is called a(n) _______________

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General Guidelines in writing fill in
the blank or completion test items.

5. Put the blank at the end of a statement rather than at the beginning.

__________________is support system that helps a learner accomplish tasks

A support system that helps a learner accomplish tasks is called __________.

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Matching Type Items

The matching test item format requires learners to match a word,

sentence or phrase in one column to a corresponding word,
sentence or phrase in second column. It is most appropriate
when you need to measure the learner’s ability to identify the
relationship or association between similar items. However, it is
not suited for gauging the learners’ higher understanding
(analysis and synthesis levels). It can only be used to assess
homogeneous knowledge.

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Guidelines in Writing Good and
Effective Matching Type Tests:

1. Clearly state in the direction the basis for matching the stimuli with the
responses.

Direction: Matching the following.

Directions: Column I is a list of countries while column II presents the

continent where this countries are located. Write the letter of the continent
corresponding to the country on the line provided in Column I.

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2. Ensure that the stimuli are longer and the responses are shorter.
Match the description of the flag to is country
A B
_____Bangladesh A. Green background with a red circle in the center
_____Indonesia B. One red strip on top and white strip at the bottom
_____Japan C. Red background with white five-petal flower in the
_____Singapore center
_____Thailand D. Red background with large yellow circle in the center
____ Vietnam E. Red background with large yellow pointed star in the
center
F. White background with large red circle in the center

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 Match the description of the flag to its country

A B
____Green background with a red circle in the center A. Bangladesh
____One red strip on top and white strip at the bottom B. Indonesia
____Red background with white five-petal flower in the C. Japan
center D. Singapore
____Red background with large yellow circle in the E. Thailand
center F. Vietnam
____Red background with large yellow pointed star in the
center
____White background with large red circle in the center
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3.For each item, include only topics that are related with one another and share the same
foundation of information.
Match the following:

A B

_____Indonesia A. Asia
_____Malaysia B. Bangkok
_____Philippines C. Jakarta
_____Thailand D. Kuala Lampur
_____Year ASEAN was established E. Manila
F. 1967

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On the line to the left of each country in Column I, write the letter of countries
capital presented in column II

Column I Column II

_____Indonesia A. Bandar Seri Begawan

_____Malaysia B. Bangkok
_____Philippines C. Jakarta
_____Thailand D. Kuala Lampur
E. Manila

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

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

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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

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5. Provide more response options than the
number of stimuli
Match the following fractions with their corresponding decimal equivalent
A. B.

_____1/4 A. 0.25
_____5/4 B. 0.28
_____7/25 C. 0.90
_____9/10 D. 1.25

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5. Provide more response options than the
number of stimuli
Match the following fractions with their corresponding decimal equivalent
A. B.

_____1/4 A. 0.09
_____5/4 B. 0.25
_____7/25 C. 0.28
_____9/10 D. 0.90
E. 1.25

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 General Guidelines in Problem-
Solving Test Items

1. One answer choice This type of question contains four or five options, and students are
required to choose the best answer .

What is the mean of the following score distribution: 32, 44, 56, 69, 77, 75,
95, 96?
A. 68
B. 69
C. 72
D. 74
E. 76

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General Guidelines in Problem-
Solving Test Items

2. All possible answer choicesThis type of question has four or five options, and students are
required to choose all the options that are correct.

Consider the following score distribution: 12, 14, 14, 14, 17, 24,
27, 28, 30. Which of the following is/are the correct measure/s of
central tendency? Indicate all possible answers.
A. Mean = 20 D. Median = 17
B. Mean = 22 E. Mode = 14
C. Median = 16

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General Guidelines in Problem-
Solving Test Items

3. Type-In Answer This type of question does not provide options to choose from. Instead, the
learners are asked to supply the correct answer. The teacher should inform the learners at
the start how their answers will be rated. For example, the teacher may require just the
correct answer or may require learners to present the step-by-step procedures in coming up
their answers. On the other hand, for non-mathematical problem solving, such as a case
study, the teacher may present a rubric how their answers will be rated.

Compute the mean of the following score distribution: 32, 44, 56, 69, 75, 77, 95, 96.
Indicate your answer in the blank provided.

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General Guidelines in Problem-
Solving Test Items

1. Identify and explain the problem clearly.

Tricia was 135.6 lbs. when she started with her zumba/aerobics
exercises. After three months of attending the sessions three a
week, her weight was down to 122.8 lbs. About how many lbs.
did she lose after three months? Write your final answer in the
space provided and show your computations.

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General Guidelines in Problem-
Solving Test Items

2. Be specific and clear of the type of response required from the students.

ASEANA Bottlers, Inc. has been producing and selling Tutti Fruity
juice in the Philippines, aside from their Singapore market. The
sales for the juice in the Singapore market were S$5million more
than those of their Philippine market in 2016, S$3million more in
2017, and S$4.5million in 2018. If the sales in Philippine market
in 2018 was PHP35million, what were the sales in Singapore
market during that year?

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General Guidelines in Problem-
Solving Test Items

2. Be specific and clear of the type of response required from the students.

ASEANA Bottlers, Inc. has been producing and selling Tutti Fruity
juice in the Philippines, aside from their Singapore market. The
sales for the juice in the Singapore market were S$5million more
than those of their Philippine market in 2016, S$3million more in
2017, and S$4.5million in 2018. If the sales in Mexican market in
2018 was PHP35million, what were the sales in U.S. market
during that year? Provide answer in Singapore dollars (1S$ =
PHP36.50).
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General Guidelines in Problem-
Solving Test Items

3. Specify in the directions the bases for grading student’s answer/procedures.

VCV Consultancy Firm was commissioned to conduct a survey
on the voters’ preferences in Visayas and Mindanao for the
upcoming presidential election. In Visayas, 65% are for liberal
Party (LP) candidate, while 35% are for the Nationalist Party (NP)
candidate. In Mindanao, 70% of the voters are Nationalists, while
30% are LP supporters. A survey was conducted among 200
voters for each region. What is the probability that the survey will
show a greater percentage of Liberal Party supporters in
Mindanao than in the Visayas region?
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General Guidelines in Problem-
Solving Test Items

3. Specify in the directions the bases for grading student’s answer/procedures.

VCV Consultancy Firm was commissioned to conduct a survey

on the voters’ preferences in Visayas and Mindanao for the
upcoming presidential election. In Visayas, 65% are for liberal
Party (LP) candidate, while 35% are for the Nationalist Party (NP)
candidate. In Mindanao, 70% of the voters are Nationalists, while
30% are LP supporters. A survey was conducted among 200
voters for each region.

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Different Classification of
Assessment

Classification Type
Educational
Purpose
Psychological
Paper-and-Pencil
Form
Performance
Teacher-made
Function
Standardized
Achievement
Kind of learning
Aptitude
Speed
Ability
Power
“Mold minds, Change lives, Touch Hearts” Norm-referenced
Interpretation of Learning
Criterion-referenced 104
 Purpose

•Educational: These tests assess students' knowledge or skills in academic subjects to

improve teaching and learning outcomes.

•Example: A math test administered at the end of a unit to gauge students'

understanding of algebraic concepts.

•Psychological: These tests measure psychological attributes like intelligence,

personality, or mental health.

•Example: An IQ test to assess cognitive abilities or a personality test like the Myers-
Briggs Type Indicator (MBTI).

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 Form

•Paper-and-Pencil: Traditional written tests where students respond in

writing or by marking answers.

•Example: A multiple-choice exam in a science class.

•Performance: These assessments evaluate a student's ability to

perform a specific task, often in real-time.

•Example: A student demonstrating a lab experiment in a chemistry class

or performing a music piece in an assessment for music class

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 Function

•Teacher-made: Tests designed and administered by teachers for a specific

classroom or curriculum.

•Example: A quiz created by a history teacher to review key points from a recent
lesson.

•Standardized: Tests developed by external organizations and used across

different schools or regions to measure performance uniformly.

•Example: The SAT (Scholastic Assessment Test) used for college admissions in
the CRMC

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 Kind of Learning

•Achievement: These tests measure knowledge or skills in specific subjects,

often at the end of an instructional period.

•Example: A final exam in a biology course that covers all topics taught
throughout the semester.

•Aptitude: These tests evaluate a student’s potential to learn or develop

skills in a specific area.

•Example: The GRE (Graduate Record Examination) assesses readiness for

graduate-level work.
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Ability

• Speed: These tests focus on how quickly students can complete tasks, often
with simple questions.

• Example: A timed multiplication test where students solve as many problems

as possible in one minute.

• Power: These tests emphasize the complexity of questions, often without time
constraints, allowing assessment of a student’s depth of understanding.

• Example: A math problem-solving test with complex problems that do not need
to be completed within a strict time limit.

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 Interpretation of Learning

•Norm-referenced: Tests that compare a student’s performance to that of a peer

group.

•Example: The IQ test, where scores are compared to a norm group to determine
relative intelligence levels.

•Criterion-referenced: These tests measure a student's performance against a

defined standard or criteria.

•Example: A driving test, where a student must meet specific criteria to pass, such
as correctly parallel parking.

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