LICENSURE EXAMINATION FOR TEACHERS (LET) Refresher Course
Focus: Professional Education Area: Assessment of Student Learning Prepared by : JAY CADACI
PART ART I: Con Content tent U date date BASIC CONCEPTS Test
An instrument instrument designed designed to measure measure any quality, quality, ability, ability, skill or or knowledge. knowledge. Comprised of test items of the area it is designed to measure.
Measurement A process of quantifying quantifying the degree degree to which which someone/someth someone/something ing possesses possesses a given given trait (i.e. (i.e. quality, characteristics or features) traits, characteristics characteristics and behaviors are are differentiated differentiated.. A process by which traits, Assessment gathering and organiing organiing data data into an interpretable interpretable form to have basis basis for decision! decision! A process of gathering making "t is a prerequisite to evaluation. "t provides the information which enables evaluation to take place. Evaluation A process of systematic systematic analysis of of both qualitative qualitative and and quantitative quantitative data data in order order to make sound #udgment or decision. "t involves #udgment about the desirability of changes in students.
MODES OF ASSESSMENT MODE
DESCRIPTION
EXAMPLES
Traitional
$he objective paper- which and-pen test which usually assesses low! level thinking skills
%tandardied $ests $eacher!made $ests
A mode of assessment that requires actual Per!orman"e demonstration of skills or creation of products of learning learning
Port!olio
A process of gathering multiple indicators of student progress to progress to support course goals in dynamic, ongoing and
&ractical $est $est 'ral and Aural $ests &ro#ects
orking &ortfolios %how &ortfolios *ocumentary
ADVANTAGES %coring is ob#ective Administration is is easy because students can take the test at the same time &reparation of the instrument is relatively easy easures behaviours that cannot be deceived easures student+s growth and development
DISADVANTAGES
&reparation of instrument is time! consuming &rone to cheating
%coring tends to be sub#ective without rubrics Administration Administration is time consuming *evelopment is time consuming ating tends to be sub#ective without
!
collaborative process
rubrics
"ntelligence!fair
&ortfolios
FO#R T$PES OF EVAL#ATION PROCED#RES PLACEMENT
SUMMATIVE
FORMATIVE
DIAGNOSTIC
EVALUATION
EVALUATION
EVALUATION
EVALUATION
done before instruction
determines mastery of prerequisite skills
not graded
done after instruction certifies mastery of the intended learning outcomes graded examples: quarter exams, unit or chapter tests, final exams
determines the extent of what the pupils have achieved or mastered in the objectives of the intended instruction
reinforces successful learning
determine recurring persistent difficulties
provides continuous feedback to both students and teachers concerning learning success and failures
searches for the underlying causes of these problems that do not respond to first aid treatment
not graded examples: short quizzes, recitations
helps formulate a plan for a detailed remedial instruction
administered during instruction
determine the students’ strength and weaknesses
designed to formulate a plan for remedial instruction
place the students in specific learning groups to facilitate teaching and learning
modify the teaching and learning process
serve as a pretest for the next unit
not graded
or
serve as basis in planning for a relevant
PRINCIPLES OF %IG% &#ALIT$ &# ALIT$ ASSESSMENT ASSESSMENT '( Clarit) Clarit) o! Lear Learnin nin* * Tar*e Tar*ets ts Clear and appropriate learning targets include (-) what students know and can do and () the criteria for #udging student performance. +( A,,ro,ria A,,ro,riatene teness ss o! Assess Assessment ment Met-o Met-os s $he method of assessment to be used should match the learning targets. .( Valiit) $his refers to the degree to which a score!based inference is appropriate, reasonable, and useful. /( Rel Relia0i ia0illit) it) $his refers to the degree of consistency when several items in a test measure the same thing, and stability when the same measures are given across time. 1( Fairness air assessment is unbiased and provides students with opportunities to demonstrate what they have learned. 2( Positi Positive ve Conse3 Conse3ue uen"e n"es s overalll quali quality ty of assess assessmen mentt is enha enhance nced d when when it has has a posit positive ive effe effect ct on stude student nt $he overal motiva motivatio tion n and and study study habit habits. s. or or the teache teachers, rs, high!q high!qual uality ity assess assessmen ments ts lead lead to bette better r information and decision!making about students. 4( Pra"ti Pra"ti"a "alit lit) ) an an e!!i" e!!i"ien ien") ") Assessments Assessments should consider the teacher+s familiarity with the method, the time required, the comple0ity of administration, the ease of scoring and interpretation, and cost.
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INSTR#CTIONAL OB5ECTIVES LEARNING TAXONOMIES A6 COGN COGNIT ITIV IVE E DOMAI DOMAIN N Levels o! Learnin* Out"omes Knowledge
Des"ri,tion
"nvolves remembering or recalling previously learned material or a wide range of materials
1ist, define, identify, name, recall, state, arrange
Ability to grasp the meaning of material by translating material from one form to another or by interpreting material
*escribe, interpret, classify, differentiate, differentiate, e0plain, translate
Ability to use learned material in new and concrete situations
Apply, demonstrate, solve, solve, interpret, use, e0periment
Ability to break down material into its component parts so that the whole structure is understood
Analyse, separate, e0plain, e0amine, discriminate, infer
Ability to put parts together to form a new whole
"ntegrate, plan, generalie, construct, design, propose
Ability to #udge the value of material on the basis of a definite criteria
Assess, decide, #udge, #udge, support, summarie, defend
Comprehension Application Application Analysis Synthesis Evaluation
B6 AFFE AFFECT CTIV IVE E DOMAI DOMAIN N Cate*ories Receiving Responding aluing
Des"ri,tion illingness to receive or to attend to a particular phenomenon or stimulus
Acknowledge, ask, choose, follow, listen, reply, watch
efers to active participation on the part of the student
Answer, assist, contribute, contribute, cooperate, follow!up, react
Ability to see worth or value value in a sub#ect, activity, etc.
Adopt, commit, commit, desire, display, display, e0plain, initiate, #ustify, share
Adapt, categorie, categorie, establish, generalie, integrate, organie
Advocate, behave, defend, encourage, influence, practice
!rgani"ation
2ringing together a comple0 of values, resolving conflicts between them, and beginning to build an internally consistent value system 3alues 3alues have been internalied and have controlled ones+ behaviour for a sufficiently long period of time
C6 PS$C% PS$C%OMO OMOTO TOR R DOMA DOMAIN IN Cate*ories
#mitation
Articulation Articulation
Des"ri,tion
4arly stages in learning a comple0 skill after an indication of readiness to take a particular type of action.
A particular particular skill or sequence is practiced practiced continuously until it becomes habitual and done with some confidence and proficiency. proficiency.
A skill skill has been attained attained with proficiency proficiency and efficiency.
An individual can can modify movement patterns to a meet a particular situation.
$anipulation
%recision
Some Illustrative Ver0s
alue Characteri"ation
Some &uestion Cues
Some Illustrative Ver0s
Carry out, assemble, practice, follow, repeat, sketch, move (same as imitation) acquire, complete, conduct, improve, perform, produce (same as imitation and manipulation) Achieve, accomplish, accomplish, e0cel, master, succeed, surpass Adapt, change, e0cel, e0cel, reorganie, rearrange, revise
#
&aturali"ation
An individual responds automatically and creates new motor acts or ways of manipulation out of understandings, abilities, and skills developed.
Arrange, combine, compose, construct, create, design
DIFFERENT T$PES OF TESTS MAIN POINTS FOR COMPARISON
T$PES OF TESTS
Ps)"-olo*i"al
Pur,ose
Aims to measure students intelligence or mental ability in a large degree without reference to what the students has learned (e.g. Aptitude $ests, &ersonality $ests, "ntelligence $ests)
Eu"ational
Surve)
S"o,e o! Content
Lan*ua*e Moe
Covers a broad range of ob#ectives easures general achievement in certain sub#ects Constructed by trained professional
Ver0al ords are used by students in attaching meaning to or responding to test items
Master)
Covers a specific ob#ective
easures fundamental skills and abilities $ypically constructed by the teacher
Stanari8e
Constru"tion
Constructed by a professional item writer Covers a broad range of content covered in a sub#ect area 5ses mainly multiple choice "tems written are screened and the best items were chosen for the final instrument Can be scored by a machine "nterpretation of results is usually norm!referenced
Manner o! Aministration
E!!e"t o! Biases
ostly given orally or requires actual demonstration of skill 'ne!on!one situations, thus, many opportunities for clinical observation Chance to follow!up e0aminee+s response in order to clarify or comprehend it more clearly
%corer+s personal #udgment does not affect the scoring
Constructed by a classroom teacher Covers a narrow range of content 3arious types of items are used $eacher picks or writes items as needed for the test %cored manually by the teacher "nterpretation is usually criterion!referenced
Grou,
$his is a paper!and!pen test
1oss of rapport, insight and knowledge about each e0aminee %ame amount of time needed to gather information from one student
O09e"tive
Non7Ver0al %tudents do not use words in attaching meaning to or in responding to test items
In!ormal
Iniviual
Aims to measure the result of instructions and learning (e.g. Achievement $ests, &erformance $ests)
Su09e"tive
Affected by scorer+s personal opinions, biases and #udgments
$
orded that only one answer is acceptable 1ittle or no disagreement on what is the correct answer
%everal answers are possible
&ossible to disagreement on what is the correct answer
Po:er
Time Limit an Level o! Di!!i"ult)
S,ee
Consists of series of items arranged in ascending order of difficulty easures student+s ability to answer more and more difficult items
Consists of items appro0imately equal in difficulty
easure+s student+s speed or rate and accuracy in responding
Sele"tive
$here are choices for the answer ultiple choice, $rue or alse, atching $ype Can be answered quickly
&rone to guessing
$ime consuming to construct
Format
Nature o! Assessment
Su,,l)
Ma;imum Per!orman"e *etermines what individuals can do when performing at their best
Norm7Re!eren"e esult is interpreted by comparing one student+s performance with other students+ performance
%ome will really pass
$here is competition for a limited percentage of high scores $ypically covers a large domain of learning tasks
4mphasies discrimination among individuals in terms of level of learning avors items of average difficulty and typically omits very easy and very hard items
"nterpretation requires a clearly defined group
Inter,retation
T),i"al Per!orman"e *etermines what individuals will do under natural conditions
Criterion7Re!eren"e
$here are no choices for the answer %hort answer, Completion, estricted or 40tended 4ssay ay require a longer time to answer 1ess chance to guessing but prone to bluffing $ime consuming to answer and score
esult is interpreted by comparing student+s performance based on a predefined standard (mastery) All or none may pass $here is no competition for a limited percentage of high score $ypically focuses on a delimited domain of learning tasks 4mphasies description of what learning tasks individuals can and cannot perform atches item difficulty to learning tasks, without altering item difficulty or omitting easy or hard items "nterpretation requires a clearly defined and delimited achievement domain
Four Commonl)7use Re!eren"es !or Classroom Inter,retation Re!eren"e A0ilit)7 re!eren"e Gro:t-7 re!eren"e
Inter,retation Provie
Conition T-at Must Be Present
6ow are students performing relative to what they are capable of doing7 6ow much have students changed or improved relative to what they were doing earlier7
8ood measures of the students+ ma0imum possible performance &re! and &ost! measures performance that are highly reliable
of
%
Norm7 re!eren"e
6ow well are students doing with respect to what is typical or reasonable7
Clear understanding of whom students are being compared to
Criterion7 re!eren"e
hat can students do and not do7
ell!defined content domain that was assessed.
T$PES OF TEST ACCORDING TO FORMAT '( Selective )ype 9 provides choices for the answer a. Multi,le C-oi"e 9 consists of a stem which describes the problem and : or more alternatives which give the suggested solutions. $he incorrect alternatives are the distractors. b. True7False or Alternative Res,onse 9 consists of declarative statement that one has to mark true or false, right or wrong, correct or incorrect, yes or no, fact or opinion, and the like. c. Mat"-in* T),e 9 consists of two parallel columns; Column A, the column of premises from which a match is sought< Column 2, the column of responses from which the selection is made. T),e M ult i,l e Coi "e Alt er na te Re s, on se Ma t" -i n* T) ,e
Avanta*es
Limitations
ore adequate sampling of content $end to structure the problem to be addressed more effectively Can be quickly and ob#ectively scored
ore adequate sampling of content 4asy to construct Can be effectively and ob#ectively scored
Allows comparison of related ideas, concepts, or theories 4ffectively assesses association between a variety of items within a topic 4ncourages integration of information Can be quickly and ob#ectively scored Can be easily administered
&rone to guessing 'ften indirectly measure targeted behaviors $ime!consuming to construct &rone to guessing Can be used only when dichotomous answers represent sufficient response options 5sually must indirectly measure performance related to procedural knowledge *ifficult to produce a sufficient number of plausible premises =ot effective in testing isolated facts ay be limited to lower levels of understanding 5seful only when there is a sufficient number of related items ay be influenced by guessing
*( Supply )est a. S-ort Ans:er 9 uses a direct question that can be answered by a word, phrase, a number, or a symbol b. Com,letion Test 9 consists of an incomplete statement Avanta*es
4asy to construct equire the student to supply the answer any can be included in one test
Limitations
8enerally limited to measuring recall of information ore likely to be scored erroneously due to a variety of responses
+( Essay )est a. Restri"te Res,onse 9 limits the content of the response by restricting the scope of the topic b. E;tene Res,onse 9 allows the students to select any factual information that they think is pertinent, to organie their answers in accordance with their best #udgment
&
Avanta*es easure more directly behaviors specified by performance ob#ectives 40amine students+ written communication skills equire the student to supply the response
Limitations
&rovide a less adequate sampling of content 1ess reliable scoring $ime!consuming to score
GENERAL S#GGESTIONS IN . ?. @. . B. .
5se your test specifications as guide to item writing. rite more test items than needed. rite the test items well in advance of the testing date. rite each test item so that the task to be performed is clearly defined. rite each test item in appropriate reading level. rite each test item so that it does not provide help in answering other items in the test. rite each test item so that the answer is one that would be agreed upon by e0perts. rite test items so that it is the proper level of difficulty. henever a test is revised, recheck its relevance.
SPECIFIC S#GGESTIONS A6 S#PPL$ T$PE -. . :. >. ?. @. .
ord the item/s so that the required answer is both brief and specific. *o not take statements directly from te0tbooks to use as a basis for short answer items. A direct question is generally more desirable than an incomplete statement. "f the item is to be e0pressed in numerical units, indicate type of answer wanted. 2lanks should be equal in length. Answers should be written before the item number for easy checking. hen completion items are to be used, do not have too many blanks. 2lanks should be at the center of the sentence and not at the beginning.
Essay )ype -. estrict the use of essay questions to those learning outcomes that cannot be satisfactorily measured by ob#ective items. . ormulate questions that will cell forth the behavior specified in the learning outcome. :. &hrase each question so that the pupils+ task is clearly indicated. >. "ndicate an appro0imate time limit for each question. ?. Avoid the use of optional questions.
B6 SELECTIVE T$PE Alternative-Response -. . :. >. ?. @. . B. .
Avoid broad statements. Avoid trivial statements. Avoid the use of negative statements especially double negatives. Avoid long and comple0 sentences. Avoid including two ideas in one sentence unless cause and effect relationship is being measured. "f opinion is used, attribute it to some source unless the ability to identify opinion is being specifically measured. $rue statements and false statements should be appro0imately equal in length. $he number of true statements and false statements should be appro0imately equal. %tart with false statement since it is a common observation that the first statement in this type is always positive.
$atching )ype
'
-. 5se only homogenous materials in a single matching e0ercise. . "nclude an unequal number of responses and premises, and instruct the pupils that response may be used once, more than once, or not at all. :. Deep the list of items to be matched brief, and place the shorter responses at the right. >. Arrange the list of responses in logical order. ?. "ndicate in the directions the bass for matching the responses and premises. @. &lace all the items for one matching e0ercise on the same page. $ultiple Choice -. $he stem of the item should be meaningful by itself and should present a definite problem. . $he item should include as much of the item as possible and should be free of irrelevant information. :. 5se a negatively stated item stem only when significant learning outcome requires it. >. 6ighlight negative words in the stem for emphasis. ?. All the alternatives should be grammatically consistent with the stem of the item. @. An item should only have one correct or clearly best answer. . "tems used to measure understanding should contain novelty, but beware of too much. B. All distracters should be plausible. . 3erbal association between the stem and the correct answer should be avoided. -E. $he relative length of the alternatives should not provide a clue to the answer. --. $he alternatives should be arranged logically. -. $he correct answer should appear in each of the alternative positions and appro0imately equal number of times but in random number. -:. 5se of special alternatives such as Fnone of the aboveG or Fall of the aboveG should be done sparingly. ->. *o not use multiple choice items when other types are more appropriate. -?. Always have the stem and alternatives on the same page. -@. 2reak any of these rules when you have a good reason for doing so.
ALTERNATIVE ASSESSMENT PERFORMANCE AND A#T%ENTIC ASSESSMENTS
,hen )o se
Advantages
.imitations
%pecific behaviors or behavioural outcomes are to be observed &ossibility of #udging the appropriateness of students+ actions A process or outcome cannot be directly measured by paper!H!pencil tests Allow evaluation of comple0 skills which are difficult to assess using written tests &ositive effect on instruction and learning Can be used to evaluate both the process and the product $ime!consuming to administer, develop, and score %ub#ectivity in scoring "nconsistencies in performance on alternative skills
PORTFOLIO ASSESSMENT Characteristics; -. Adaptable to individualied instructional goals . ocus on assessment of products :. "dentify students+ strengths rather than weaknesses >. Actively involve students in the evaluation process ?. Communicate student achievement to others @. $ime!consuming . =eed of a scoring plan to increase reliability T$PES Showcase
DESCRIPTION
A collection of students+ best work
(
Reflective
Cumulative /oal-based %rocess
5sed for helping teachers, students, and family members think about various dimensions of student learning (e.g. effort, achievement, etc.) A collection of items done for an e0tended period of time Analyed to verify changes in the products and process associated with student learning A collection of works chosen by students and teachers to match pre! established ob#ectives A way of documenting the steps and processes a student has done to complete a piece of work
R#BRICS I scoring guides, consisting of specific pre!established performance criteria, used in evaluating student work on performance assessments T:o T),es= -. 0olistic Rubric 9 requires the teacher to score the overall process or product as a whole, without #udging the component parts separately . Analytic Rubric 9 requires the teacher to score individual components of the product or performance first, then sums the individual scores to obtain a total score
AFFECTIVE ASSESSMENTS -. Closed-#tem or 1orced-choice #nstruments 9 ask for one or specific answer a. Checklist 9 measures students+ preferences, hobbies, attitudes, feelings, beliefs, interests, etc. by marking a set of possible responses b. Scales 9 these instruments that indicate the e0tent or degree of one+s response -) Rating Scale 9 measures the degree or e0tent of one+s attitudes, feelings, and perception about ideas, ob#ects and people by marking a point along :! or ?! point scale ) Semantic Differential Scale 9 measures the degree of one+s attitudes, feelings and perceptions about ideas, ob#ects and people by marking a point along ?! or ! or --! point scale of semantic ad#ectives :) Likert Scale 9 measures the degree of one+s agreement or disagreement on positive or negative statements about ob#ects and people c. Alternate Response 9 measures students preferences, hobbies, attitudes, feelings, beliefs, interests, etc. by choosing between two possible responses d. Ranking 9 measures students preferences or priorities by ranking a set of responses *( !pen-Ended #nstruments 9 they are open to more than one answer a. Sentence Completion 9 measures students preferences over a variety of attitudes and allows students to answer by completing an unfinished statement which may vary in length b. Surveys 9 measures the values held by an individual by writing one or many responses to a given question c. Essays 9 allows the students to reveal and clarify their preferences, hobbies, attitudes, feelings, beliefs, and interests by writing their reactions or opinions to a given question
S//ES)#!&S #& ,R#)#&/ &!&-)ES) !1 A))#)2#&A. &A)RE -. Avoid statements that refer to the past rather than to the present. . Avoid statements that are factual or capable of being interpreted as factual. :. Avoid statements that may be interpreted in more than one way. >. Avoid statements that are irrelevant to the psychological ob#ect under consideration. ?. Avoid statements that are likely to be endorsed by almost everyone or by almost no one. @. %elect statements that are believed to cover the entire range of affective scale of interests. . Deep the language of the statements simple, clear and direct. B. %tatements should be short, rarely e0ceeding E words. . 4ach statement should contain only one complete thought.
)
-E. %tatements containing universals such as all, always, none and never often introduce ambiguity and should be avoided. --. ords such as only, #ust, merely, and others of similar nature should be used with care and moderation in writing statements. -. henever possible, statements should be in the form of simple statements rather than in the form of compound or comple0 sentences. -:. Avoid the use of words that may not be understood by those who are to be given the completed scale. ->. Avoid the use of double negatives. CRITERIA TO CONSIDER IN CONSTR#CTING GOOD TESTS A.#2#)3 7 the degree to which a test measures what is intended to be measured. "t is the usefulness of the test for a given purpose. "t is the most important criteria of a good e0amination. 1AC)!RS influencing the validity of tests in general Appropriateness of test 9 it should measure the abilities, skills and information it is supposed to measure 2irections 9 it should indicate how the learners should answer and record their answers Reading ocabulary and Sentence Structure 9 it should be based on the intellectual level of maturity and background e0perience of the learners 2ifficulty of #tems! it should have items that are not too difficult and not too easy to be able to discriminate the bright from slow pupils Construction of #tems 9 it should not provide clues so it will not be a test on clues nor should it be ambiguous so it will not be a test on interpretation .ength of )est 9 it should #ust be of sufficient length so it can measure what it is supposed to measure and not that it is too short that it cannot adequately measure the performance we want to measure Arrangement of #tems 9 it should have items that are arranged in ascending level of difficulty such that it starts with the easy ones so that pupils will pursue on taking the test %atterns of Answers 9 it should not allow the creation of patterns in answering the test
,A3S of Establishing alidity 1ace alidity 9 is done by e0amining the physical appearance of the test Content alidity 9 is done through a careful and critical e0amination of the ob#ectives of the test so that it reflects the curricular ob#ectives Criterion-related validity 9 is established statistically such that a set of scores revealed by a test is correlated with scores obtained in another e0ternal predictor or measure. 6as two purposes; Concurrent alidity 9 describes the present status of the individual by correlating the sets of scores obtained from two measures given concurrently %redictive alidity 9 describes the future performance of an individual by correlating the sets of scores obtained from two measures given at a longer time interval Construct alidity 9 is established statistically by comparing psychological traits or factors that influence scores in a test, e.g. verbal, numerical, spatial, etc. Convergent alidity 9 is established if the instrument defines another similar trait other than what it intended to measure (e.g. Critical $hinking $est may be correlated with Creative $hinking $est) 2ivergent alidity 9 is established if an instrument can describe only the intended trait and not other traits (e.g. Critical $hinking $est may not be correlated with eading Comprehension $est)
RE.#A4#.#)3 > it refers to the consistency of scores obtained by the same person when retested using the same instrument or one that is parallel to it.
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1AC)!RS affecting Reliability .ength of the test 9 as a general rule, the longer the test, the higher the reliability. A longer test provides a more adequate sample of the behavior being measured and is less distorted by chance of factors like guessing. 2ifficulty of the test 9 ideally, achievement tests should be constructed such that the average score is ?E percent correct and the scores range from ero to near perfect. $he bigger the spread of scores, the more reliable the measured difference is likely to be. A test is reliable if the coefficient of correlation is not less than E.B?. !bjectivity 9 can be obtained by eliminating the bias, opinions or #udgments of the person who checks the test. Administrability 9 the test should be administered with ease, clarity and uniformity so that scores obtained are comparable. 5niformity can be obtained by setting the time limit and oral instructions. Scorability 9 the test should be easy to score such that directions for scoring are clear, the scoring key is simple, provisions for answer sheets are made Economy 9 the test should be given in the cheapest way, which means that answer sheets must be provided so the test can be given from time to time Ade5uacy ! the test should contain a wide sampling of items to determine the educational outcomes or abilities so that the resulting scores are representatives of the total performance in the areas measured )ype of Reliability $easure
%rocedure
Statistical $easure
Test7Retest
easure of stability
8ive a test twice to the same group with any time interval between sets from several minutes to several years
Pearson r
E3uivalent Forms
easure of equivalence
8ive parallel forms of test at the same time between forms
Pearson r
Test7Retest :itE3uivalent Forms
easure of stability and equivalence
$ethod
S,lit %al!
?uer7Ri"-arson
Cron0a"Coe!!i"ient Al,-a
easure of "nternal Consistency
8ive parallel forms of test with increased time intervals between forms 8ive a test once. %core equivalent halves of the test (e.g. odd!and even numbered items) 8ive the test once, then correlate the proportion/percentage of the students passing and not passing a given item 8ive a test once. $hen estimate reliability by using the standard deviation per item and the standard deviation of the test scores
Pearson r Pearson r and Spearman-Brown Formula Kuder-Richardson Formula ! and " Kuder-Richardson Formula !
ITEM ANAL$SIS S)E%S6 -. %core the test. Arrange the scores from highest to lowest. . 8et the top J (upper group) and below J (lower group) of the e0aminees. :. Count the number of e0aminees in the upper group (&$) and lower group (&2) who got each item correct. >. Compute for the *ifficulty "nde0 of each item. *f K
N = the total number of examinees
?. Compute for the *iscrimination "nde0. *s K
n = the number of examinees in each group
#&)ER%RE)A)#!&
!!
Di!!i"ult) Ine; 72f8
Dis"rimination Ine; 72s8
E.@ 9 -.EE E.? 9 E.? E.EE 9 E.>
E.>E 9 above E.:E 9 E.: E.E 9 E. E.- 9 below
I I I
very easy average very difficult
I I I I
very good reasonably good marginal item poor item
SCORING ERRORS AND BIASES
Lenien") error ; aculty tends to #udge better than it really is.
Generosit) error ; aculty tends to use high end of scale only.
Severit) error ; aculty tends to use low end of scale only.
Central tenen") error ; aculty avoids both e0tremes of the scale.
Bias; 1etting other factors influence score (e.g., handwriting, typos)
%alo e!!e"t; 1etting general impression of student influence rating of specific criteria (e.g., student+s prior work) Contamination e!!e"t; Ludgment is influenced by irrelevant knowledge about the student or other factors that have no bearing on performance level (e.g., student appearance) Similar7to7me e!!e"t; Ludging more favorably those students whom faculty see as similar to themselves (e.g., e0pressing similar interests or point of view) First7im,ression e!!e"t; Ludgment is based on early opinions rather than on a complete picture (e.g., opening paragraph) Contrast e!!e"t; Ludging by comparing student against other students instead of established criteria and standards Rater ri!t; 5nintentionally redefining criteria and standards over time or across a series of scorings (e.g., getting tired and cranky and therefore more severe, getting tired and reading more quickly/leniently to get the #ob done)
FO#R T$PES OF MEAS#REMENT SCALES $easurement
Characteristics
E9amples
Nominal
8roups and labal data
8ender (-!male< !female)
Orinal
ank data *istance between points are indefinite
"ncome (-!low, !average, :!high)
Interval
*istance between points are equal =o absolute ero
$est scores $emperature
Absolute ero
6eight eight
Ratio
S%APES OF FRE&#ENC$ POL$GONS "# $ormal % Bell-Shaped % S&mmetrical . Positi'el& Skewed 9 most scores are below the mean and there are e0tremely high scores :. $egati'el& Skewed 9 most scores are above the mean and there are e0tremely low scores >. Leptokurtic 9 highly peaked and the tails are more elevated above the baseline ?. esokurtic 9 moderately peaked @. Plat&kurtic 9 flattened peak . Bimodal ur'e 9 curve with peaks or modes B. Pol&modal ur'e 9 curve with : or more modes
!"
. Rectangular Distri*ution 9 there is no mode
DESCRIBING AND INTERPRETING TEST SCORES MEAS#RES OF CENTRAL TENDENC$ AND VARIABILIT$ ASS#MPTIONS <%EN #SED
APPROPRIATE STATISTICAL TOOLS MEAS#RES OF CENTRAL TENDENC$ (descri*es the representati'e 'alue of a set of data)
hen the frequency distribution is regular or Mean 9 the arithmetic average symmetrical (normal) 5sually used when data are numeric (interval or ratio) hen the frequency distribution is irregular or Meian 9 the middle score in a group of scores that are ranked skewed 5sually used when the data is ordinal hen the distribution of scores is normal and quick Moe 9 the most frequent score answer is needed 5sually used when the data
MEAS#RES OF VARIABILIT$ (descri*es the degree of spread or dispersion of a set of data) Stanar Deviation 9 the root! mean!square of the deviations from the mean
&uartile Deviation 9 the average deviation of the -st and : rd quartiles from the median
Ran*e 9 the difference between the highest and the lowest score in the distribution
are nominal
%o: to Inter,ret t-e Measures o! Central Tenen")
$he value that represents a set of data will be the basis in determining whether the group is performing better or poorer than the other groups.
%o: to Inter,ret t-e Stanar Deviation
$he result will help you determine if the group is homogeneous or not.
$he result will also help you determine the number of students that fall below and above the average performance. $ain points to remember6 &oints above ean M -%* K range of above average ean M -%* K give the limits of an average ability ean ! -%* &oints below ean 9 -%* K range of below average
%o: to Inter,ret t-e &uartile Deviation
$he result will help you determine if the group is homogeneous or not. $he result will also help you determine the number of students that fall below and above the average performance.
!#
$ain points to remember6 &oints above edian M -N* K range of above average edian M -N* edian 9 -N*
K give the limits of an average ability
&oints below edian 9 -N* K range of below average
MEAS#RES OF CORRELATION
Pearson r X$
X
N X+ N
r
N X
+
N
here; P 9 scores in a test Q 9 scores in a retest = 9 number of e0aminees
$ N $ + N
$
+
N
S,earman Bro:n Formula here; r oe 9 reliability coefficient using split!half or odd!even procedure
+r oe
relia0ilit) o! t-e :-ole test @ ' r oe
?uer7Ri"-arson Formula + ?R +A
? ?
'
'
,3 S+
?uer7Ri"-arson Formula +'
here; D 9 number of items of a test p 9 proportion of the e0aminees who got the item right q 9 proportion of the e0aminees who got the item wrong % 9 variance or standard deviation squared here;
?R +'
? ? '
'
?,3 S+
p
P =
D
qK-!p
INTERPRETATION OF T%E Pearson r Correlation value
-
!!!!!!!!!!! &erfect &ositive Correlation high positi'e correlation
-.? !!!!!!!!!!! &ositive Correlation low positi'e correlation
-
!!!!!!!!!!! Oero Correlation
!or Valiit)= computed r should be at least E.? to be significant !or Relia0ilit)= computed r should be at least E.B? to be significant
low negati'e correlation
!E.? !!!!!!!!!!! =egative Correlation !$
high negati'e correlation
!-
!!!!!!!!!!! &erfect =egative Correlation
STANDARD SCORES
"ndicate the pupil+s relative position by showing how far his raw score is above or below average
40press the pupil+s performance in terms of standard unit from the mean
epresented by the normal probability curve or what is commonly called the normal curve
5sed to have a common unit to compare raw scores from different tests
PERCENTILE
tells the percentage of e0amines that lies below one+s score 40ample; P1 @ 4 ($his means the person who scored E performed better than B?J of the e0aminees) PB1
LL
ormula;
i
B1N
CF0
FPB1
7SCORES
tells the number of standard deviations equivalent to a given raw score ormula;
X X SD
here; P 9 individual+s raw score P 9 mean of the normative group %* 9 standard deviation of the normative group
!%
40ample; ean of a group in a test; P K @ %* K :oseph;s Score6
< = *> :ohn;s Score6
O
P =
−
P
%*
.A =
−
.
.@
< = *
=
.
? = @(
P P %* ? = -@( O
−
=
.? .@ . −
=
= −
.
T7SCORES
it refers to any set of normally distributed standard deviation score that has a mean of ?E and a standard deviation of -E computed after converting raw scores to !scores to get rid of negative values
ormula;
T
s"ore
1A 'AE (
40ample; Loseph+s $!score K ?E M -E(E.?) K ?E M ? K
Lohn+s $!score K ?E M -E(!E.?) K ?E 9 ? K B
ASSIGNING GRADES MAR?S RATINGS Marin* or Grain* is a way to report information about a student+s performance in a sub#ect. GRADINGREPORTIN G S$STEM
ADVANTAGES
Per"enta*e (e#g# +!, ./,)
Letter (e#g# 0 B D F)
Pass > Fail
C-e"list
Parent7Tea"-er Con!eren"es
can be recorded and processed quickly provides a quick overview of student performance relative to other students a convenient summary of student performance uses an optimal number of categories encourages students to broaden their program of studies more adequate in reporting student achievement can include whatever is relevant about the student+s performance direct communication between parent and teacher
LIMITATIONS
might not actually indicate mastery of the sub#ect equivalent to the grade too much precision provides only a general indication of performance does not provide enough information for promotion
reduces the utility of grades
has low reliability
time!consuming to prepare and process can be misleading at times
might show inconsistency between reports time!consuming to prepare and read
unstructured
time!consuming
8A*4%; a. Could represent; how a student is performing in relation to other students (norm!referenced grading)
!&
the e0tent to which a student has mastered a particular body of knowledge (criterion! referenced grading) how a student is performing in relation to a teacher+s #udgment of his or her potential
b. Could be for; Certification that gives assurance that a student has mastered a specific content or achieved a certain level of accomplishment Selection that provides basis in identifying or grouping students for certain educational paths or programs 2irection that provides information for diagnosis and planning
$otivation that emphasies specific material or skills to be learned and helping students to understand and improve their performance
c. Could be based on; e0amination results or test data
observations of student works
group evaluation activities
reports, themes and research papers discussions and debates
class discussions and recitations
portfolios
homeworks
pro#ects
notebooks and note taking
attitudes, etc.
d. Could be assigned by using; Criterion-Referenced /rading 9 or grading based on fi0ed or absolute standards where grade is assigned based on how a student has met the criteria or a well!defined ob#ectives of a course that were spelled out in advance. "t is then up to the student to earn the grade he or she wants to receive regardless of how other students in the class have performed. $his is done by transmuting test scores into marks or ratings.
&orm!Referenced /rading 9 or grading based on relative standards where a student+s grade reflects his or her level of achievement relative to the performance of other students in the class. "n this system, the grade is assigned based on the average of test scores.
%oint or %ercentage /rading System whereby the teacher identifies points or percentages for various tests and class activities depending on their importance. $he total of these points will be the bases for the grade assigned to the student.
Contract /rading System where each student agrees to work for a particular grade according to agreed!upon standards.
G#IDELINES IN GRADING ST#DENTS
-. 40plain your grading system to the students early in the course and remind them of the grading policies regularly. . 2ase grades on a predetermined and reasonable set of standards. :. 2ase your grades on as much ob#ective evidence as possible. >. 2ase grades on the student+s attitude as well as achievement, especially at the elementary and high school level. ?. 2ase grades on the student+s relative standing compared to classmates. @. 2ase grades on a variety of sources. . As a rule, do not change grades, once computed. B. 2ecome familiar with the grading policy of your school and with your colleague+s standards. . hen failing a student, closely follow school procedures. -E. ecord grades on report cards and cumulative records. --. 8uard against bias in grading. -. Deep pupils informed of their standing in the class.
!'
PART II: Test Practice
*irections; ead and analye each item carefully. $hen, choose the best answer to each question.
-. 6ow does measurement differ from evaluation7
A6 Measurement is assi*nin* a numeri"al value to a *iven trait :-ile evaluation is *ivin* meanin* to t-e numeri"al value o! t-e trait6 2. easurement is the process of quantifying data while evaluation is the process of organiing data. C. easurement is a pre!requisite of assessment while evaluation is the pre!requisite of testing. *. easurement is gathering data while assessment is quantifying the data gathered.
. iss del %ol rated her students in terms of appropriate and effective use of some laboratory equipment and measurement tools and if they are able to follow the specified procedures. hat mode of assessment should iss del %ol use7 A. &ortfolio Assessment C. $raditional Assessment 2. Lournal Assessment D6 Per!orman"e7Base Assessment A. :. ho among the teachers below performed a formative evaluation7 A. s. 'livares who asked questions when the discussion was going on to know who among her students understood what she was trying to stress. B6 Mr6 Borromeo :-o *ave a s-ort 3ui8 a!ter is"ussin* t-orou*-l) t-e lesson to etermine t-e out"ome o! instru"tion6 C. s. 2erces who gave a ten!item test to find out the specific lessons which the students failed to understand. *. rs. Corpu who administered a readiness test to the incoming grade one pupils. A. >. %t. Andrews %chool gave a standardied achievement test instead of giving a teacher!made test to the graduating elementary pupils. hich could have been the reason why this was the kind of test given7 A6 Stanari8e test -as items o! avera*e level o! i!!i"ult) :-ile tea"-er7mae test -as var)in* levels o! i!!i"ult)6 2. %tandardied test uses multiple!choice format while teacher!made test uses the essay test format. C. %tandardied test is used for mastery while teacher!made test is used for survey. *. %tandardied test is valid while teacher!made tests is #ust reliable.
!(
A. ?. hich test format is best to use if the purpose of the test is to relate inventors and their inventions7 A. %hort!Answer C6 Mat"-in* T),e 2. $rue!alse *. ultiple Choice A. @. "n the parlance of inde0 of test construction, what does $'% mean7 A. $able of %pecifics C. $able of %copes 2. $erms of %pecifications D6 Ta0le o! S,e"i!i"ations 4. . 6ere is the item; 0# 1From the data presented in the ta*le form generali2ations that are supported *& the data#3 2. C. 5nder what type of question does this item fall7 *. Convergent 4. 4valuative . Application G6 Diver*ent 6. B. $he following are synonymous to performance ob#ectives 4PC4&$; A. 1earner+s ob#ective C. $eacher+s ob#ective B6 Instru"tional o09e"tive *. 2ehavioral ob#ective 4. . hich is (are) (a) norm!referenced statement7 A. *anny performed better in spelling than @EJ of his classmates. 2. *anny was able to spell EJ of the words correctly. C. *anny was able to spell EJ of the words correctly and spelled :? words out of ?E correctly. *. *anny spelled :? words out of ?E correctly. . -E. hich guideline in test construction is ='$ observed in this test item7 8. 4*8A A11A= &'4 '$4 RRRRRRRRRRRRRRRRRRRRRRRR. 6. A. $he length of the blank suggests the answer. 2. $he central problem is not packed in the stem. C6 It is o,en to more t-an one "orre"t ans:er6 *. $he blank is at the end of the question. ". --. hich does ='$ belong to the group7 A6 Com,letion C. ultiple Choice 2. atching *. Alternate esponse 4.
-. A test is considered reliable if A. it is easy to score 2. it served the purpose for which it is constructed C6 it is "onsistent an sta0le *. it is easy to administer 4. -:. hich is claimed to be the overall advantage of criterion!referenced over norm!referenced interpretation7 A6 An iniviualHs s"ore is "om,are :it- t-e set master) level6 2. An individual+s score is compared with that of his peers. C. An individual+s score is compared with the average scores. *. An individual+s score does not need to be compared with any measure. 4. ->. $eacher 1ia does norm!referenced interpretation of scores. hich of the following does she do7 A. %he uses a specified content as its frame of reference. 2. %he describes group of performance in relation to a level of master set. C6 S-e "om,ares ever) iniviual stuent s"ore :it- ot-ersH s"ores6 *. %he describes what should be their performance. 4.
!)
-?. All e0aminees obtained scores below the mean. A graphic representation of the score distribution will be RRRRRRRRRRRRRRRR. A. negatively skewed C. leptokurtic 2. perfect normal curve D6 ,ositivel) se:e 4. -@. "n a normal distribution curve, a $!score of E is A. two %*s below the mean. C. one %* below the mean B6 t:o SDs a0ove t-e mean *. one %* above the mean 4. -. hich type of test measures higher order thinking skills7 A. 4numeration C. Completion 2. atching D6 Analo*) 4. . -B. ho is the best admired for outstanding contribution to world peace7 A. Dissinger C. Dennedy +, Clinton *. other $eresa A. hat is '=8 with this item7 A. "tem is overly specific. C6 Test item is o,inion7 0ase 2. Content is trivial. *. $here is a cue to the right answer. 4. -. $he strongest disadvantage of the alternate!response type of test is A. the demand for critical thinking C6 t-e en"oura*ement o! rote memor) 2. the absence of analysis *. the high possibility of guessing 4. E. A class is composed of academically poor students. $he distribution will most likely to be A. leptokurtic. C. skewed to the left B6 se:e to t-e ri*-t *. symmetrical 4. -. 'f the following types of tests, which is the most sub#ective in scoring7 A. 4numeration C6 Essa) 2. atching $ype *. ultiple Choice 4. . $om+s raw score in the ilipino class is : which is equal to the E th percentile. hat does this imply7 A6 4 o! TomHs "lassmates *ot a s"ore lo:er t-an +.6 2. $om+s score is higher than :J of his classmates. C. EJ of $om+s classmates got a score above :. *. $om+s score is higher than : of his classmates. A. :. $est norms are established in order to have a basis for A. establishing learning ob#ectives C6 ,lannin* e!!e"tive instru"tional 2. identifying pupil+s difficulties evi"es *. comparing test scores 4. >. $he score distribution follows a normal curve. hat does this mean7 A. ost of the scores are on the !%* B6 Most o! t-e s"ores are on t-e +SD C. $he scores coincide with the mean *. ost of the scores pile up between !-%* and M-%* 4. ?. "n her conduct of item analysis, $eacher Cristy found out that a significantly greater number from the upper group of the class got test item S? correctly. $his means that the test item A. has a negative discriminating power C6 is eas) 2. is valid *. has a positive discriminating power 4.
"*
@. r. eyes tasked his students to play volleyball. hat learning target is he assessing7 A. Dnowledge C. &roducts *. easoning B6 Sill 4. . artina obtained an =%A$ percentile rank of BE. $his indicates that A6 S-e sur,asse in ,er!orman"e o! -er !ello: e;aminees 2. %he got a score of BE C. %he surpassed in performance EJ of her fellow e0aminees *. %he answered BE items correctly .
B. hich term refers to the collection of student+s products and accomplishments for a period for evaluation purposes7 A. Anecdotal ecords C. 'bservation eport B6 Port!olio *. *iary 4. . hich form of assessment is consistent with the saying F$he proof of the pudding is in the eatingG7 A. Contrived B6 Aut-enti" C. $raditional *. "ndirect 4. :E. hich error do teachers commit when they tend to overrate the achievement of students identified by aptitude tests as gifted because they e0pect achievement and giftedness to go together7 A6 Generosit) error C. %everity 4rror 2. Central $endency 4rror *. 1ogical 4rror 4. :-. 5nder which assumption is portfolio assessment based7 A6 Port!olio assessment is )nami" assessment6 2. Assessment should stress the reproduction of knowledge. C. An individual learner is inadequately characteried by a test score. *. An individual learner is adequately characteried by a test score. 4. :. hich is a valid assessment tool if " want to find out how well my students can speak e0temporaneously7 A. riting speeches 2. ritten qui on how to deliver e0temporaneous speech C6 Per!orman"e test in e;tem,oraneous s,eain* *. *isplay of speeches delivered 4. ::. $eacher L discovered that her pupils are weak in comprehension. $o further determine which particular skill(s) her pupils are weak in, which test should $eacher L give7 A. %tandardied $est C. Dia*nosti" 2. &lacement *. Aptitude $est 4. :>. F8roup the following items according to phylumG is a thought test item on RRRRRRRRRRRRRRR. A. inferring C. generaliing B6 "lassi!)in* *. comparing 4. :?. "n a multiple choice test, keeping the options brief indicatesRRRRRRRR. A. "nclusion in the item irrelevant clues such as the use in the correct answer B6 Non7in"lusion o! o,tion t-at mean t-e same C. &lausibility H attractiveness of the item *. "nclusion in the item any word that must otherwise repeated in each response A. :@. hich will be the most authentic assessment tool for an instructional ob#ective on working with and relating to people7 A. riting articles on working and relating to people B6 Or*ani8in* a "ommunit) ,ro9e"t C. 6ome visitation *. Conducting a mock election
"!
4. :. hile she is in the process of teaching, $eacher L finds out if her students understand what she is teaching. hat is $eacher L engaged in7 A. Criterion!referenced evaluation C6 Formative Evaluation 2. %ummative 4valuation *. =orm!referenced 4valuation 4. :B. ith types of test in mind, which does ='$ belong to the group7 A. estricted response essay C6 Multi,le "-oi"e 2. Completion *. %hort Answer 4. :. hich tests determine whether the students accept responsibility for their own behavior or pass on responsibility for their own behavior to other people7 A. $hematic tests C. %tylistic tests 2. %entence completion tests D6 Lo"us7o!7"ontrol tests 4. >E. hen writing performance ob#ectives, which word is ='$ acceptable7 A. anipulate C6 Com,re-en 2. *elineate *. "ntegrate 4. >-. 6ere is a test item; RRRRRRRRRRRRR is an e0ample of a mammal. A. 2. hat is defective with this test item7 C. "t is very elementary. D6 T-e 0lan is at t-e 0e*innin* o! t-e senten"e6 4. "t is a very short question. . "t is an insignificant test item. 8. >. F2y observing unity, coherence, emphasis and variety, write a short paragraph on taking e0aminations.G $his is an item that tests the students+ skill to RRRRRRRRR. A. evaluate C6 s)nt-esi8e 2. comprehend *. recall 4. >:. $eacher A constructed a matching type of test. "n her columns of items are a combination of events, people, circumstances. hich of the following guidelines in constructing matching type of test did he violate7 A. 1ist options in an alphabetical order C. ake list of items heterogeneous 2. ake list of items homogeneous *. &rovide three or more options 4. >>. ead and analye the matching type of test given below; A. *irection; atch Column A with Column 2. rite only the letter of your answer on the blank of the left column. 2. C. Column A Column 2 *. th RRR -. Lose ial A. Considered the B wonder of the world 4. RRR . erdinand arcos 2. $he national hero of the &hilippines . RRR :. Coraon Aquino C. =ational 6eroes+ *ay 8. RRR >. anila *. $he first woman &resident of the &hilippines 6. RRR ?. =ovember :E 4. $he capital of the &hilippines ". RRR @. 2anaue ice $erraces . $he &resident of the &hilippines who served several terms L. D.
1. Nuestion; hat does the test lack7 A. &remise C. *istracter 2. 'ption *. esponse 4. >?. A number of test items in a test are said to be non!discriminating. hat conclusion/s can be drawn7 ". $eaching or learning was very good. "". $he item is so easy that anyone could get it right. """. $he item is so difficult that nobody could get it. .
""
A. " only
2. " and """
C6 II onl)
*. "" and """
4.
>@. easuring the work done by a gravitational force is a learning task. At what level of cognition is it7 A. Comprehension C. 4valuation B6 A,,li"ation *. Analysis 4. >. hich improvement/s should be done in this completion test item; A. 0n e4ample of a mammal is 55555555# A. $he blank should be longer to accommodate all possible answers. 2. $he blank should be at the beginning of the sentence. C6 T-e 3uestion s-oul -ave onl) one a""e,ta0le ans:er6 *. $he item should give more clues. 2. >B. 6ere is $eacher *+s lesson ob#ective; F$o trace the causes of Alheimer+s disease.G hich is a valid test for this particular ob#ective7 A. Can an Alheimer+s disease be traced to old age7 40plain. B6 To :-at !a"tors "an Al8-eimerHs isease 0e tra"eJ E;,lain6 C. hat is an Alheimer+s disease7 *. *o young people also get attacked by Alheimer+s disease7 %upport your answer7 4. >. hat characteristic of a good test will pupils be assured of when a teacher constructs a table of specifications for test construction purposes7 A. eliability C. Construct 3alidity B6 Content Valiit) *. %corability 4. ?E. %tudy this test item. 0 test is 'alid when 555555555555555555555# 0# a# it measures what is purports to measure B# *# co'ers a *road scope of su*6ect matter # c# relia*ilit& of scores D# d# eas& to administer 7# . 6ow can you improve this test item7 A. ake the length of the options uniform. 2. &ack the question in the stem. C6 Mae t-e o,tions ,arallel6 *. Construct the options in such a way that the grammar of the sentence remains correct. 8. ?-. "n taking a test, one e0aminee approached the proctor for clarification on what to do. $his implies a problem on which characteristic of a good test7 A. 'b#ectivity C. %corability B6 Aministra0ilit) *. 4conomy 4. ?. $eacher Lane wants to determine if her students+ scores in the second grading is reliable. 6owever, she has only one set of test and her students are already on their semestral break. hat test of reliability can she use7 A. $est!retest C. 4quivalent orms *. $est!retest with equivalent forms B6 S,lit7-al! 4. ?:. rs. Cru has only one form of test and she administered her test only once. hat test of reliability can she do7 A. $est of stability C. $est of correlation 2. $est of equivalence D6 Test o! internal "onsisten") 4. . 5se the following table to answer items ?> 9 ??. G6 Class Limits %6 Fre3uen") ". ?E 9 ?> L. D. >? 9 > 1. - . >E 9 >> =. -@
"#
'. :? 9 : N. :E ! :>
&. B . ?
%. ?>. hat is the lower limit of the class with the highest frequency7 A. :.? B6 / C. >> *. >>.? 4. ??. hat is the crude mode7 A. >E B6 /+ C. >.? *. >> ?@. ?. About what percent of the cases falls between M- and !- %* in a normal curve7 A. >:.-J 2. ?.>J C. .BJ D6 26. 4. ?B. %tudy this group of test which was administered to a class to whom &eter belongs, then answer the question; A6 B6 C6 D6 PETERHS S# M S SCORE 4. a
. ?
8. -
6. >:
". &h
L. >
D.
1. :-
. 4n
=. B
'. -
&. -E
N. .
"n which sub#ect(s) did &eter perform most poorly in relation to the group+s mean performance7 A. 4nglish C. 4nglish and &hysics B6 P-)si"s *. ath 4. ?. 2ased on the data given in S?, in which sub#ect(s) were the scores most widespread7 A. ath C. Cannot be determined 2. &hysics D6 En*lis4. @E. A mathematics test was given to all 8rade 3 pupils to determine the contestants for the ath Nui 2ee. hich statistical measure should be used to identify the top -?7 A. ean &ercentage %core C6 Per"entile Ran 2. Nuartile *eviation *. &ercentage %core 4. @-. A test item has a difficulty inde0 of .B and a discrimination inde0 of !.>>. hat should the teacher do7 A. ake it a bonus item. C. etain the item. B6 Re9e"t t-e item6 *. ake it a bonus and re#ect it. 4. @. hat is/are important to state when e0plaining percentile!ranked tests to parents7 ". hat group took the test "". $hat the scores show how students performed in relation to other students. """. $hat the scores show how students performed in relation to an absolute measure. A. A. "" only 2. " H """ C6 I K II *. """ only 4. @:. hich of the following reasons for measuring student achievement is ='$ valid7 A. $o prepare feedback on the effectiveness of the learning process B6 To "erti!) t-e stuents -ave attaine a level o! "om,eten"e in a su09e"t area C. $o discourage students from cheating during test and getting high scores
"$
*. $o motivate students to learn and master the materials they think will be covered by the achievement test. . @>. $he computed r for 4nglish and ath score is !.?. hat does this mean7 A. $he higher the scores in 4nglish, the higher the scores in ath. B6 T-e s"ores in Mat- an En*lis- o not -ave an) relations-i,6 C. $he higher the scores in ath, the lower the scores in 4nglish. *. $he lower the scores in 4nglish, the lower the scores in ath. 8. @?. hich statement holds $54 to grades7 6. 8rades are RRRRRRRRRRRRRRRRR. A. e0act measurements of intelligence and achievement 2. necessarily a measure of student+s intelligence C6 intrinsi" motivators !or learnin* *. are a measure of achievement ". @@. hat is the advantage of using computers in processing test results7 A. $est results can easily be assessed. 2. "ts statistical computation is accurate C6 Its ,ro"essin* taes a s-orter ,erio o! time *. All of the above
L.
PART III: Ipro!in" Test#Ta$in" S$i%%s D. -. hich of the following steps should be completed first in planning an achievement test7 C. *etermine the length of the test. A. %et!up a table of specifications. *. %elect the type of test items to use. 2. Go 0a" to t-e instru"tional o09e"tives. 4. . RRRRRRRRRRRRRRRRRR is an e0ample of a leafy vegetable. A. 2.
hy is this test item poor7 ". $he test item does not pose a problem to the e0aminee. "". $here is a variety of possible correct answers to this item. """. $he language used in the question is not precise. "3. $he blank is near the beginning of a sentence.
C. A. " and """ B6 II an IV C. " and "3 *. " and "" 4. :. 'n the first day of class after introductions, the teacher administered a isconception/&reconception Check. %he e0plained that she wanted to know what the class as a whole already knew about the &hilippines before the %paniards came. $he isconception/&reconception Check is a form of a A. diagnostic test C. criterion!referenced test 2. ,la"ement test *. achievement test . >. A test item has a difficulty inde0 of .B- and discrimination inde0 of .-:. hat should the test constructor do7 A. etain the item. C. evise the item. 2. ake it a bonus item. D6 Re9e"t t-e item6 8.
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?. "f a teacher wants to measure her students+ ability to discriminate, which of these is an appropriate type of test item as implied by the direction7 A. F'utline the chapter on 8he ell3# B6 Summari8e t-e lesson )estera)6 C. F8roup the following items according to shape.G *. F%tate a set of principles that can e0plain the following events.G 6. @. A positive discrimination inde0 means that A. t-e test item "oul not is"riminate 0et:een t-e lo:er an u,,er *rou, s 2. more from the upper group got the item correctly C. more from the lower group got the item correctly *. the test item has low reliability ". . $eacher ia discovered that her pupils are very good in dramatiing. hich tool must have helped her discover her pupil+s strength7 A. &ortfolio Assessment C. Lournal 4ntry B6 Per!orman"e Assessment *. &en!and!paper $est 4. B. hich among the following ob#ectives in the psychomotor domain is highest in level7 A. $o contract a muscle C6 To istin*uis- istant an "lose 2. $o run a -EE!meter dash souns *. $o dance the basic steps of the walt 4.
. "f your 14$ items sample adequately the competencies listed in education courses syllabi, it can be said that 14$ possesses RRRRRRRRR validity. A. Concurrent 2. Construct *. &redictive C6 Content 4. -E. "n the conte0t on the theory on multiple intelligences, what is one weakness of the pen!and!paper test7 A. "t is not easy to administer. B6 It ,uts t-e non7lin*uisti"all) intelli*ent at a isavanta*e6 C. "t utilies so much time. *. "t lacks reliability. 4. --. hich test has broad sampling of topics as strength7 A. O09e"tive Test C. 4ssay 2. %hort Answer $est *. &roblem $ype C. -. Nui is to formative as periodic is to RRRRRRRRRRRR. A. criterion!referenced C. norm!referenced B6 summative test *. diagnostic test 4. -:. hat does a negatively skewed score distribution imply7 A. $he score congregate on the left side of the normal distribution curve. 2. $he scores are widespread. C6 T-e stuents must 0e a"aemi"all) ,oor6 *. $he scores congregate on the right side of the normal distribution. 4. ->. $he criterion of success in $eacher 1yn+s ob#ective is that Fthe pupils must be able to spell EJ of the words correctlyG. Ana and - others correctly spelled >E words only out of ?E. $his means that $eacher 1yn; A. attained her ob#ective because of her effective spelling drill 2. attained her lesson ob#ective C6 !aile to attain -er lesson o09e"tive as !ar as t-e t:ent) ,u,ils are "on"erne *. did not attain her lesson ob#ective because of the pupil+s lack of attention 4.
-?. "n group norming, percentile rank of the e0aminee is; A6 e,enent on -is 0at"- o! e;aminees6
2. independent on his batch of e0aminees. C. unaffected by skewed distribution.
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*. affected by skewed distribution. 4. -@. hen a significantly greater number from the lower group gets a test item correctly, this implies that the test item A. is very valid C6 is not -i*-l) relia0le 2. is not very valid *. is highly reliable C. -. hich applies when there are e0treme scores7 A. $he median will not be a very reliable measure of central tendency. 2. $he mode will be the most reliable measure of central tendency. C6 T-ere is no relia0le measure !or "entral tenen")6 *. $he mean will not be a very reliable measure of central tendency. 4. -B. hich statement about performance!based assessment is A1%47 A. T-e) em,-asi8e merel) ,ro"ess . 2. $hey stress on doing, not only knowing. C. 4ssay tests are an e0ample of performance!based assessments. *. $hey accentuate on process as well as product. 4. -. "f the scores of your test follow a negatively skewed distribution, what should you do7 A. ind outRRRRRRRRRRRRRRRRR. A. hy your items were easy C. hy most of the scores are low B6 <-) most o! t-e s"ores are -i**. hy some pupils scored high 4. E. edian is to point as standard deviation is to RRRRRRRRRR. A. Area 2. 3olume C6 Distan"e *. %quare 4. -. eferring to assessment of learning, which statement on the normal curve is A1%47 A. $he normal curve may not necessarily apply to homogeneous class. B6 <-en all ,u,ils a"-ieve as e;,e"te t-eir learnin* "urve ma) eviate !rom t-e normal "urve6 C. $he normal curve is sacred. $eachers must adhere to it no matter what. *. $he normal curve may not be achieved when every pupil acquires targeted competencies. 4. . Aura 3ivian is one!half standard deviation above the mean of his group in arithmetic and one standard deviation above in spelling. hat does this imply7 A. %he e0cels both is arithmetic and spelling. 2. %he is better in arithmetic than in spelling. C6 S-e oes not e;"el in s,ellin* nor in arit-meti"6 *. %he is better in spelling than in arithmetic. 4. :. Qou give a -EE!point test, three students make scores of ?, - and -, respectively, while the other students in the class make scores ranging from :: to @. $he measure of central tendency which is apt to best describe for this group of ? is A. the mean 2. edian C. An avera*e o! t-e meian K moe *. the mode 4. >. =%A$ and =4A$ results are interpreted against a set of mastery level. $his means that =%A$ and =4A$ fall under A. "riterion7re!eren"e test 2. Aptitude test C. achievement test *. *. =orm!referenced test 4.
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?. hich of the following is the '%$ important purpose for using achievement test7 $o measure theRRRRRRR. C. 4ducational H vocational aptitude A6 &ualit) K 3uantit) o! ,revious learnin* *. Capacity for future learning 2. Nuality H quantity of previous teaching 4. @. hat should be A3'"*4* in arranging the items of the final form of the test7 A6 S,a"e t-e items so t-e) "an 0e rea easil) 2. ollow a definite response pattern for the correct answers to insure ease of scoring C. Arrange the sections such that they progress from the very simple to very comple0 *. Deep all the items and options together on the same page. . . hat is an advantage of point system of grading7 A6 It oes a:a) :it- esta0lis-in* "lear istin"tions amon* stuents6 2. "t is precise. C. "t is qualitative. *. "t emphasies learning not ob#ectivity of scoring. 8. B. hich statement on test result interpretation is C'4C$7 A. A raw score by itself is meaningful. B6 A stuentHs s"ore is a !inal ini"ation o! -is a0ilit)6 C. $he use of statistical technique gives meaning to pupil+s scores. *. $est scores do not in any way reflect teacher+s effectiveness. 6. . 2elow is a list of method used to establish the reliability of the instrument. hich method is questioned for its reliability due to practice and familiarity7 A. %plit!half C6 Test7retest 2. 4quivalent orms *. Duder ichardson ormula E ". :E. N: is to ? th percentile as median is to RRRRRRRRRRRRRRR. A. >Eth percentile C6 1t- ,er"entile 2. ?th percentile *. > th percentile L. :-. hat type of test is this; K# Knee is to leg as el*ow is to 5555555555555# L# 0# # B# $# # 0rm :# D# 9and Fingers ;rist P# A. Analo*) C. %hort Answer $ype 2. earrangement $ype *. &roblem $ype N. :. hich statement about standard deviation is C'4C$7 A. $he lower the %* the more spread the scores are. 2. $he higher the %* the less spread the scores are. C6 T-e -i*-er t-e SD t-e more s,rea t-e s"ores are6 *. "t is a measure of central tendency. . ::. hich test items do ='$ affect variability of test scores7 A6 Test items t-at are a 0it eas)6 2. $est items that are moderate in difficult. C. $est items that are a bit difficult. *. $est items that every e0aminee gets correctly. %. :>. $eacher 2 wants to diagnose in which vowel sound(s) her students have difficulty. hich tool is most appropriate7 A. &ortfolio Assessment C. Per!orman"e Test 2. Lournal 4ntry *. &aper!and!pencil $est
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$. :?. $he inde0 of difficulty of a particular test is .-E. hat does this mean7 y students RRRRRRRRRRRR. A. gained mastery over the item. 2. performed very well against e0pectation. C. found that the test item was either easy nor difficult. *. find the test item difficult. 5. :@. %tudy this group of test which was administered with the following results, then answer the question that follows. V6 Su09e"t Mean SD RonnelHs S"ore . ath ?@ -E >: P. &hysics > :Q. 4nglish BE -@ -E O. AA. "n which sub#ect(s) did onnel perform best in relation to the group+s performance7 A. &hysics and ath C. ath 2. 4nglish *. &hysics 4. :. hich applies when the distribution is concentrated on the left side of the curve7 A. 2ell curve C. 1eptokurtic 2. Positivel) se:e *. =egatively %kewed . :B. %tandard deviation is to variability as RRRRRRRRR is to central tendency. A. quartile B6 moe C. range *. &earson r 4. :. *anny takes an "N test thrice and each time earns a similar score. $he test is said to possess RRRRRRRRRRRR. A. ob#ectivity B6 relia0ilit) C. validity *. scorability 4. >E. $he test item has a discrimination inde0 of !.:B and a difficulty inde0 of -.E. hat does this imply to test construction7 $eacher mustRRRRRRRRRR. A. recast the item C. re#ect the item 2. shelve the item for future use *. retain the item C. >-. 6ere is a sample $54!A1%4 test item; 0ll women ha'e a longer life-span than men# A. hat is wrong with the test item7 2. $he test item is quoted verbatim from a te0tbook. C. T-e test item "ontains trivial etail . *. A specific determiner was used in the statement. 4. $he test item is vague. . >. "n which competency do my students find greatest difficulty7 "n the item with the difficulty inde0 of A. -.E 2. E.?E C. E.E *. E.-E 4. >:. F*escribe the reasoning errors in the following paragraphG is a sample though question on RRRRRRRRRRRRR. A. synthesiing 2. Applying C. analying *. summariing 4. >>. "n a one hundred!item test, what does yan+s raw score of E mean7 A. 6e surpassed E of his classmate in terms of score. 2. 6e surpassed :E of his classmates in terms of score. C. 6e got a score above the mean. D6 %e *ot 4 items "orre"t6 4. >?. %tudy the table on item analysis for non!attractiveness and non!plausibility of distracters based on the results of a multiple choice tryout test in math. $he letter marked with an asterisk in the correct answer.
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A.
B6 A
C6 B
D6 C
E6 D
. 5 p p e r J D. 1 o w e J
8. -
6. >
". -
L. -
1. @
. @
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'. E
&. N. 2ased on the table which is the most effective distracter7 A. 'ption A 2. 'ption C C6 O,tion B *. 'ption * 4. >@. 6ere is a score distribution; . B, :, :, :, E, BB, B, B?, B?, B?, E, ?-, :>, :>, :>, E, -B, -?, -, , B, @, :, -. 8. 6. hich is a characteristic of the score distribution7 A. 2i!modal C. %kewed to the right 2. Tri7moal *. =o discernible pattern ". >. hich measure(s) of central tendency is (are) most appropriate when the score distribution is badly skewed7 A. ode C. edian 2. ean and mode *. ean L. >B. "s it wise to practice to orient our students and parents on our grading system7 A. =o, this will court a lot of complaints later. B6 $es 0ut orientation must 0e onl) !or our immeiate "ustomers t-e stuents6 C. Qes, so that from the very start, students and their parents know how grades are derived. *. =o, grades and how they are derived are highly confidential. D. >. ith the current emphasis on self!assessment and performance assessment, which is indispensable7 A. =umerical grading C. $ransmutation $able 2. &aper!and!&encil $est *. %coring ubric 1. ?E. F"n the light of the facts presented, what is most likely to happen when T7G is a sample thought question on RRRRRRRRRRRR. A6 in!errin* 2. generaliing C. synthesiing *. #ustifying 4. ?-. ith grading practice in mind, what is meant by teacher+s severity error7 A. 2. A teacher RRRRRRRRRRR. A. tends to look down on student+s answers B6 uses tests an 3ui88es as ,unitive measures C. tends to give e0tremely low grades *. gives unannounced quies C.
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?. s. amos gave a test to find out how the students feel toward their sub#ect %cience. 6er first item was stated as F%cience is an interesting R R R R R boring sub#ectG. hat kind of instrument was given7 A. ubric C. ating %cale 2. 1ikert!%cale D6 Semanti" Di!!erential S"ale A. ?:. hich holds true to standardied tests7 A. T-e) are use !or "om,arative ,ur,oses . 2. $hey are administered differently. C. $hey are scored according to different standards. *. $hey are used for assigning grades. A. ?>. hat is simple frequency distribution7 A graphic representation of A. means C6 ra: s"ores 2. standard deviation *. lowest and highest scores C. ??. hen points in scattergram are spread evenly in all directions this means that; A. $he correlation between two variables is positive. 2. $he correlation between two variables is low. C. $he correlation between two variables is high. D6 T-ere is no "orrelation 0et:een t:o varia0les6 A. ?@. hich applies when skewness is E7 A. ean is greater than the median. C. %cores have : modes. 2. edian is greater than the mean. *. S"ores are normall) istri0ute . 4. ?. hich process enhances the comparability of grades7 A6 Determinin* t-e level o! i!!i"ult) o! t-e test 2. Constructing departmentalied e0aminations for each sub#ect area C. 5sing table of specifications *. 8iving more high!level questions . ?B. "n a grade distribution, what does the normal curve mean7 A. All students having average grades. 2. A large number of students with high grades and very few low grades. C6 A lar*e num0er o! more or less avera*e stuents an ver) !e: stuents re"eivin* lo: an -i*- *raes *. A large number of students receiving low grades and very few students with high grades 8. ?. or professional growth, which is a source of teacher performance7 A. %elf!evaluation C6 StuentHs evaluation 2. %upervisory evaluation *. &eer evaluation
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