Republic of the Philippines

PANGASINAN STATE UNIVERSITY

Asingan, Pangasinan
COURSE
Course Code:
Course Title:
No. of lecture hours/week:
No. of units:
I

SYLLABUS
Prof Ed 110
Assessment of Students Learning 1
54 hours
3 units

VISION, MISSION, GOALS, AND OBJECTIVES

PSU Vision
The Pangasinan State University envisions to become the apex of academic
excellence that produces globally competitive and morally upright professionals in
Pangasinan and the Ilocos Region.
PSU Mission
PSU provides quality and relevant academic programs in the arts, sciences, and
pursues scientific and technological endeavors for the technical and holistic
development of professionals to meet the local and global demands.
Campus Goals and Objectives
Campus Goals
1. To produce competent and globally competitive teachers, highly skilled technicians
and entrepreneurs for small and medium scale business and industrial
establishments;
2. To provide opportunities for the poor and the disadvantaged to acquire quality
education and make them productive and versatile citizens committed towards
improving themselves, their families and their communities;
3. To promote efficiency and effectiveness of operations through a continuing program
of human resource development and evaluation of programs, projects, and
activities.

1.
2.
3.
4.
5.
6.
7.

8.
9.

Campus Objectives
Provide students with relevant and quality education in the field of teacher education,
entrepreneurship, technological and other professional programs to ensure their
productive employment for empowerment;
Conduct periodic review of existing curricula with the end view of enriching and
updating them to keep abreast of modern technology;
Design and develop relevant and responsive curricular programs that will meet the
needs of a developing community;
Continuously upgrade the competencies of the faculty and personnel through closer
supervision and well-planned faculty-staff development program;
Democratize access of poor but deserving students to quality education through
institutionally-funded and privately sponsored scholarship programs;
Conduct educational, socio-economic and appropriate technological researches to
improve instructional effectiveness, develop new technologies, and enhance current
work processes thereby increasing productivity;
Strengthen the extension services to enable the out-of-school youths, unemployed
adults, potential entrepreneurs, and the women sector to acquire the necessary skills
and attitudes for gainful employment in order to improve the quality of life in the
countryside;
Establish and maintain functional linkages with the public and private agencies/
institutions to bring about the cooperative and fruitful realization of the campus
programs, projects, and activities;
Conduct periodic evaluation and review of the management system and processes in
the campus to promote efficiency and effectiveness in the overall operation of the
institution; and

10.To produce graduates with the necessary skills desirable work habits and attitudes and
acceptable interpersonal and critical skills that can help in the local, regional, and
national development and are capable to be globally competitive.
a. Program Objectives
Bachelor in Secondary Education (BSEd) Objectives
The Bachelor of Secondary Education (BSEd) program aims to inculcate physical,
mental and moral development of teachers who are capable to meet the needs of the
secondary school students. They should be equipped with the necessary knowledge,
attitudes and skills in Communications Arts, Mathematics, Sciences, Information
Technology, and Technology and Livelihood Education to be globally competitive as
teachers in the current age of information and communication technology.
Specifically, it aims to develop teachers who
1. posses mastery of the subject matter in specific fields/ learning areas like
Communications Arts (English and Filipino), Mathematics, Physical Science,
Information Technology, and Technology and Livelihood Education;
2. have a deep understanding of the educational processes applied to secondary
students relative to historical, social, cultural, and political, and other present day
issues ;
3. have a mastery of the subject matter, the appropriate teaching strategies and
educational materials needed;
4. understand individual differences as applied to learners and can be creative and
innovative in meeting their needs ;
5. undergo professional growth and continuous education to be aware of the latest
trends in education; and
6. give prestige and integrity to the teaching profession through adherence to the
Code of Ethics for Teachers.
II

COURSE DESCRIPTION
This course deals on the basic understanding of concepts and principles of
classroom assessment to improve teaching-learning process. Emphasis is given on the
establishment of high quality classroom-assessment method.

III COURSE OBJECTIVES

a. General Objectives
At the end of the semester the students should be able to acquire basic knowledge
and concepts assessing the students learning achievements using the different kinds of
tests.
b. Specific Objectives
1. Show understanding of the basic concepts and principles of high quality
assessment;
2. Identify the role of assessment in making instructional decisions;
3. Match the learning targets and their appropriate assessment techniques;
4. Construct classroom assessment tools in measuring knowledge and thinking skills;
5. Interpret test results;
6. Demonstrate skills in reporting students' learning progress; and
7. Apply statistical procedures in standardizing teacher-made test.
IV COURSE REQUIREMENTS
a. Regular Attendance
b. Passing the Quizzes, Midterm and Final Examinations
c. Active Participation in Class Discussion
d. Others
V COURSE OUTLINE
Topics

No. of Hours

A. Orientation
1. University, College and Institutional Vision, Mission,
Goals and Objectives
2. Bases for Evaluation
3. Course Requirements and Grading System
4. Course Overview

1 hr.

B. Basic Concepts of Educational and Classroom Assessment

1. Definitions: Measurement, Evaluation, Assessment
Educational Assessment
2. Historical Development of Educational Testting
3. Importance of Educational Assessment
4. Roles of Assessment in Making Instructional Decisions

4 hrs.

a. Placement Purposes
b. Formative Purposes
c. Diagnostic Purposes
d. Summative Purposes
5. Scope of Educational Assessment
6. Organization and Administration of Educational Assessment Program
C. Establishing High Quality Classroom Assessment
1. Meaning of High Quality Classroom Assessment
2. Principles of High Quality Assessment
3. Clear and Appropriate Learning Targets
a. Types of Learning Targets
1. Knowledge Learning Targets
2. Reasoning Learning Targets
3. Skill Learning Targets
4. Product Learning Targets
5. Affective Learning Targets
b. Sources of Learning Targets
1. Blooms Taxonomy of Objectives
2. Textbooks
3. Existing List of Objectives
4. National Standards
c. Criteria for Selecting Learning Targets
4. Appropriateness of Assessment Methods
a. Objective Test
b. Essay Test
c. Performance Test
d. Oral Questioning
e. Observation
5. Validity
a. What is Valid Instrument?
b. How is Validity Determined?
1. Content-Related Evidence
2. Criterion-Related Evidence
3. Construct-Related Evidence
6. Reliability
a. Test of Stability
b. Test of Equivalence
c. Test of Internal Consistency
7. Fairnesss
a. Student Knowledge of Learning Targets and Assessment
b. Opportunity to Learn
c. Prerequisite Knowledge and Skills
d. Avoiding Teacher Stereotypes
e. Avoiding Bias in Assessment Tasks and Procedures
8. Positive Consequences
a. Positive consequences of:

1 hr.
1 hr.
3 hrs.

5 hrs.

2 hrs.
5 hrs.

3 hrs.

2 hrs.

2 hrs.

3 hrs.

1. students
2. teachers
3. parents
4. other stakeholders
9. Practicality and Efficiency
5 hrs.
a. Teacher Familiarity with the Method
b. Time Required
c. Complexity of Administration
d. Ease of Scoring
e. Ease of Interpretation
f. Cost
10. Assessment Standards and Concerns
3 hrs.
a. Ethics in:
1. gathering data
2. recording data
3. reporting data
b. Legally Mandated Standards
2 hrs.
1. Code of Fair Testing Practices in Education
2 Standards for Teacher Competence in Educational Assessment of
Students
3. Code of Professional Responsibilities in Educational Measurement
D. Development of Classroom Assessment Tools for Measuring
Knowledge and Reasoning

5 hrs.

1. Planning
a. Identifying test objectives
b. Preparing table of specifications
c. Selecting the test format
1. Objective Type of Test
a. Selection type
b. Supply type
2. Non- Objective Type of Test
a. Constructing Restricted & Extended Essay Test
b. Developing Rubrics for Essay Test
1. Setting Criteria
2. Setting Performance Levels
2.
a.
b.
c.
d.

Construction and Tryouts

Item Writing
Content Validation
Item Tryout
Item Analysis

E. Utilization of Assessment Data

1. Norm-Referenced Interpretation
a. Tabular and Graphical Presentation of Data
b. Descriptive Statistics
1. Measures of Central Tendency
2. Measures of Variability
3. Standard Scores
2. Criterion-Referenced Interpretations
1. Percentage Scores
2. Setting Mastery Criterion
3. Preparing TransmutationTable
TOTAL

7 hrs.

54 hrs.

VI TEACHING-LEARNING STRATEGIES
a. Lecture/Discussion
b. Computer-assisted instruction (CAI)
c. Computer-assistend learning (CAL)

d. Others
VII BASES FOR EVALUATION
a. Midterm and Final Examination
b. Quizzes
c. Participation (others)
TOTAL

40%
30%
30%
100%

VIII INSTRUCTIONAL MATERIALS

IX

REFERENCES

Aerasian, Peter W. Classroom Assessment. 2nd ed. McGraw-Hill Book Co., 1994.
Gronlund, Norman E. Assessment of Student Achievement. 7 ed. Boston, New
York: Pearson Education, Inc., 2003.
Kobiszyn, Tom et. al. Educational Testing and Measurement Classroom
Application and Practices. 6th edition. Jemma Inc., 2000.
McMillan, James H. Classroom Assessment Principles and Practice for Effective
Instruction. Boston: Allyn and Bacon, 1997.
Nitko, Anthony. Educational Assessment of Students. 2nd Edition. Englewood Cliffs:
Prentice-Hall Inc., 1996.
Oosterhop, Albert. Developing and Using Classroom Assessments. 3rd edition.
Columbos, Ohio: Upper Saddle River, New Jersey: 2003.
Payne, David Allen. Applied Educational Assessment. 2nd edition. Wadsworth Group,
Thomson Learning Canada: 2003.
Puckett, Margaret B. et. al. Authentic Assessment of the Young Child-Celebrating
Development and Learning. Merrill, 2000.
The University Committee
Chair:
Members:

Dr. Fe P. Fernandez
Dr. Rosie Abalos
Dr. Fe Soriano
Dr. Edna Rosario
Dr. Cecilia Junio
Dr. Ofelia Fernandez
Dr. Elizabeth Episcope
Dr. Armando Junio
Dr. Rosario B. Miguel
Mrs. Rochelle Palaming
Dr. Amado Ramos
Dr. Luzviminda Ramos
Prof. Perla delos Santos
Prof. Belinda Velasquez

PSU Bayambang
PSU Binmaley
PSU Lingayen
PSU San Carlos
PSU Bayambang
PSU Bayambang
PSU Asingan
PSU Bayambang
PSU Sta. Maria
PSU Bayambang
PSU Bayambang
PSU Bayambang
PSU Bayambang

Dr. Merlita Q. Santos

Director, Curriculum, Instruction, and Accreditation
Dr. Manolito C. Manuel
Vice President, Academic Affairs
Enhanced by:
ELIZABETH F. EPISCOPE
Assistant Professor II
Contents Noted:
ELIZABETH F. EPISCOPE

Chairman, Teacher Education Department

Associate Dean
Recommending Approval:
ELIZABETH F. EPISCOPE
Associate Dean
Approved:
PRISCILLA L. AGSALUD, Ed.D.
Campus Executive Director

DEFINITIONS:
MEASUREMENT- finding the amount or quantity; quantification; answer the
questions how much, how great, how little, how much more, how much less, etc;
gives a quantitative value; scores the level of achievement
KINDS OF MEASUREMENT:
1. Direct- can be measured directly e.g. length, width, time, etc

2. Indirect- can not be measured directly e.g. intelligence; aggressiveness

EVALUATION- ascertaining; judging; giving interpretation
Measurement

VS

Evaluation

- emphasis is on single aspect of matter

- emphasis is on broad personality
changes
or specific achievement, habits, skills,
and major objectives of the
educational
knowledge, ability
program
- centered on students
- centered on environment and what it
does
- focused on individual points
- how much is learned

to the student
- utilizes all tools and techniques of
measurement
- improvement

ASSESSMENT a series or collection of measurement and evaluation processes and

results

HISTORICAL DEVELOPMENT
Ancient Times: Oral Test was the earliest type of examination

initiation by primitive tribe to test knowledge on tribal costumes, endurance, and

bravery among young men before being admitted to the ranks of adult
crude oral test- used as test in the study of the bible
Greece- Socrates- employed searching type of oral test

Spartans- tested physical performance of young men after training them in physical
development and stoicism
Athenians- examined young men by means of games and contests by requiring
them to read, write, and sing
China- 220 BC- had elaborate national system of written examination for selecting
public officials- our civil service was patterned from this
Italy- 1219 AD- written test was used in Educational Setting- University of Bologna,
Italy
University of Paris- 13th century- candidates for certain degrees were required to
defend their thesis
Cambridge, England in 1702- where the first written test was introduced
427-347 BC- Time of Plato and Quintillian- individual differences had already been
recognized- beginning of Christian era

Testing During the 19th Century (1801-1900)

1.
2.
3.
4.
5.
6.
7.

marked the beginning of educational and mental measurement

there was an improved technique in measuring the outcomes of learning and of
determining human differences in terms of sensory skills
those who were involved were:
Horace Mamn- 1845- introduced to Boston schools the 1 st Written Educational Test
Rev. George Fisher- 1864- English, devised and used the 1 st Objective Achievement
Test- Scale Book- he made for each subject Reading, Writing, Language, and
Aristmetic; he was given honor by Ayres as inventor of Educational Measurement
Dr. J.M.Rice- 1834-1894- was the real inventor of Comparative Test in America; 1 st
Spelling Test administered to 60,000 school children; Modern Objective Test
Hermann Ebbinghaus-1885- founder of Experimental Study of Memory and
introduced the Completion Test
J.Mckeen Cattell- 1883- 1st to use the term Mental Test; the father of Mental Testing
Alfred Binet and Henry Simon- 1895- France- pioneered the use of Intelligence
Testing; came out with Binet-Simon Intelligence Scale in 1905
Francis Galton- English scientist-originated the use of Questionnaire Method and the
Theory of Lugenics; invented the statistical and experimental techniques which
improved the mental and educational tests

Testing During the 1st Half of the 20th Century (1901-1950)

1.

2.
3.

4.
5.
6.

7.

modern methods of measuring achievement and mental ability arouse from the
theories and techniques developed previously
Dr. E.L. Thorndike- 1904- published the first book in Educational and Social
Measurement; published the Thorndike Handwriting Scale which assigned
quantitative values to different qualities of handwritng; he was givewn Ayres Honor
of being the Father of Educational Measurement.
Cliff W. Stone- 1908- student of Thorndike- 1 st to publish a Standardized
Achievement Test in Arithmetic Reasoning
1909-1915- Standardized Scales were publishied/appeared
Courtis- series of Arithmetic Tests
Hillegas- Composition Scales
Ayres- Spelling Scales
Thorndike- Drawing Scales
William McCall- published his book in Informal Objective Test
Binet and Simon-1905- devised the 1st Intelligence Scale in determining mentally
retarded children. It was called the Binet-Simon Scale; revised in 1916- the I.Q. Test
was used for the 1st time. (mental quotient)
Arthur Otis- with the help of Robert Yerkes and Lewis Terman, in 1917, developed
the 1st Group Intelligence Test- used with the recruits of the U.S. Army
Army Alpha- Verbal Test
Army Beta- Non-Verbal /Performance Test
Pinter and Paterson-1917- Performance Test to measure intelligence of deaf
children; was called Pinter-Paterson Performance Scale

8. Carl E. Seashore- 1915- constructed the 1st test to measure musical ability;
Seashore Test of Musical Ability
9. Stenquist Test of General Mechanical Ability
10.Rogers-1918- published the test of Mathematical Ability
11.Margaret McAdory Siceloff- developed the McAdory Art Test in 1933
12.Applied to Business to measure success indicators:attitudes, sociability, levels of
dominance and submissiveness, emotion, values, interests, introversion,
extroversion- job placement
a. Scot-Man-to-Man Scale- measures personality traits, used for soldiers during
the world war II
b. Woodworth Personal Data Sheet- measures the ability of soldiers to adjust to
army life
c. 1919-Presscy- published a test to measure introversion-extroversion- X-O Test
d. Allport- made test of Ascendance; submissiveness
e. Hart-1925- test to measure social attitudes and interests
f. Watson- test to measure fair-mindedness 1925
g. Murray and Morgan- devised the TAT (Thematic Apperception Test)- measures
personality
h. Hartstone and May- devised the Character Education Inquiry- designed to
determine the nature and character of children

Testing since 1951

Project Talent- 1951- was a large scale, long range testing and research program
Its objectives are:
1. to enrich our understanding of human talents, and
2. develop and improve the methods of testing using test results
1960- extensive Battery Tests and Inventories were administered
1961- 13 year old school children were given battery test in Reading Comprehension,
Science, Geography, and Non-verbal Tests
TESTING IN THE PHILIPPINES

Before 1898- Pre Spanish Time- used performance test to measure physical and
mental prowess; young men were tested orally on what they read and wrote
Spanish Time- Oral Test on Catechism and other fields of instruction
1898-1900; 1901-1925
1924- Phil. Vocabulary Test- 1st Standardized Test
1924- Monroe Survey Commission evaluated the Phil conditions in public schools by
Dr. Manuel Carreon and Dr. Isidro Panlasiquitook active part
1957- testing was used not only in school but also in business
1958- Achievement Test
1960-1962- all 4th year high school students took a common final examination for
promotion
1963- all grade VI students took common final examination for promotion
1974-1975- NCEE (National College Entrance Examination) by DECS (Department of
Education Culture and Sports) with Narciso Albarracin, DECS Undersecretary as
chairman
NSAT/CS
Board Examinations

A. CHARACTERISTICS AND CLASSIFICATION OF MEASURING INSTRUMENTS

MEASUREMENT- implies the use of tools or instrument; provides quantitative description
of observed phenomena; answers the question how much; process of determining
the
extents, dimensions, or quantity; quantification
THREE STEPS OF MEASUREMENT: (Thorndike/Hagen, 1977)
1. identifying and describing quality/attribute to be measured
2. determining operations by which attribute in perceivable
3. establishing observations in quantitative data
EVALUATION-what progress am I taking; process where the parts, processes, or outcomes
of a program are examined to see whether they are satisfactory. (Tuckman, 1975);

10

making judgment about values, for some purpose, of ideas, works, solutions,
methods, materials etc. (Bloom, 1976); describing something in terms of selected
attributes, and judging the dgree of acceptability of that which has been described
PRINCIPLES OF EVALUATION:
Comprehensive
* Comprehensive
Objective
* Descriptive
Based on Criteria- educational objectives
* Cooperative
Diagnostic and Functional
Flexible
Cooperative
Dynamic, Creative
Correlated with educational principle
Valid, reliable, practical and appropriate
Administrability
Importance
Continuous
SCOPE OF MEASUREMENT AND EVALUATION
a. Areas:
b. Tuckmans Definition
1. achievement
1. parts
2. aptitude
2. processes
3. interest
3. outcomes
4. personality

c. Blooms Definition
1. value
2. purpose
3. ideas
4. works
5. solutions
6. methods
7. material

d. others
1. relations
2. qualifications
3. experiences
4. trainings
5. achievement
6. facilities
7. talents

IMPORTANCE AND FUNCTIONS OF MEASUREMENT AND EVALUATION:

a. research, instruction, school administration
b. uses of tests- instruction purposes, administrative purposes, selection and decision,
classification and placement, accreditation and certification, evaluating educational
programs
c. educational guidance, personal guidance, improvement of public relations
ASPECTS OF EVALUATION:
knowledge, abilities, skills, habits, attitudes, social adaptability, personality
changes, and values
ORGANIZATION AND ADMINISTRATION OF THE SCHOOL EVALUATION PROGRAM
Program- system, order, planning
Head of the Institution- organize the testing program
Evaluation Committee- take charge of the evaluation activity
EVALUATION COMMITTEE:
Elementary- Head Teacher, Math teachers, guidance counselor
High School- Guidance Counselor, Head Teacher, Math Teachers
College- Guidance Counselor, chairman, math instructors encoder
CHARACTERISTICS OF THE MEMBERS OF THE EVALUATION COMMITTEE:
knows how to interpret test results
knows how encode

11

responsible, honest, accurate, careful, time conscious, etc

FUNCTIONS OF THE EVALUATION COMMITTEE:

1.
prepares test schedules
2.
consolidates test results
3.
interpret test results using statistical
procedures
4.
makes black and white report of the test
result with graphs for submission
CHARACTERISTICS OF EVALUATION PROGRAM:
1. have blueprint; flow chart- subcommittees with specified functions
2. clear-cut policies and objectives
3. systematic, well-organized
4. comprehensive
5. cooperative
6. dynamic
7. aims to improve instruction
COMPONENTS OF EVALUATION PROGRAM:
1. Goals, objectives, outcomes
2. Curricula
3. Additional educational programs
4. Instructional materials
5. Non-teaching aid physical facilities
6. Testing
7. The Learners
8. Marking and Grading
9. The teacher and his methods
10.Students services
11.Extra-co-curricular activities
12.Public relations
13.Administrators
14.Research
B. TEST DEVELOPMENT
TYPES OF TEST AND THEIR STRENGTHS AND WEAKNESSES
Two Big Groups of Tests: Standardized Tests and the Teacher-Made Tests
CLASSIFICATION OF STANDARD TESTS
I. According to Function
1. Psychological Test- measures individuals ability or personality
a. Intelligence Test- also known as the I.Q. test; measures mental ability
b. Aptitude Test- measures the potential ability to performs an activity
c. Personality Test- measures some aspects of individuals personality
1. Rating Scale- uses suggestive points for checking
2. Personality Inventory- determines personal characteristics such as
emotional adjustment, tendencies toward introversion or extroversion,
etc
3. Projective Test- measures individual responses reflecting the persons
individuality e.g. Rorshach Test (Ink-Blot Test), TAT (Thematic
Apperception Test)
d. Vocational and Professional Interest Inventory-determines the extent to
which a persons likes and dislikes relating to a given vocation and
profession
II. According to Construction
1. Structured Test-requires examinees to respond within given framework or design
of test and correct responses are expected e.g. objective test whether standard
or teacher-made test; also called restricted test because there are restrictions
imposed

12

2. Unstructured Test- examinee is free to respond in any way he likes, thinks, feels,
or has experienced and there are no correct answers; e.g. projective test; also
called unrestricted test because there are no restrictions imposed
III. According to No. of Persons To Whom the Test is Administered
1. Individual Test- given to only one person at a time
2. Group Test- given to a group of persons at a time
IV. According to the Degree to which Words are Used
1. Verbal Test- paper and pencil test; questions maybe presented orally or in
written form; responses requires words
2. Nonverbal Test- test is composed of symbols; instructions maybe given orally or
in written form but answers are given solely in numbers, graphical
representations, or three-dimensional objects, or materials
3. Performance Test- also nonverbal, does not require the use of paper and pencil
for responding; the manipulation of physical objects or materials; e.g.
arrangement of blocks; used to person with language difficulty
V. According to Difficulty
1. Speed Test- measures speed and accuracy
2. Power Test- have different degrees of difficulty arranged in ascending order of
difficulty
VI. According to Arrangement
1. No Arrangement- arrangement of items is not important
2. Scaled Test- items are arranged in definite order or position usually in ascending
order of difficulty or quality
VII. According to Amount of to be Performed
1. Maximum-Performance Test- examinee is urged to accomplish as much as he can
to show his ability, capacity, etc. e.g. intelligence test, aptitude test,
achievement test
2. Typical Performance Test
CLASSIFICATIONS OF TEACHER-MADE TESTS
I. Oral Examination-answers are given in spoken language
a. According to No. of Persons Who Will Take the Test
1. Individual Oral Examination- one student answers questions in presence of his
classmates or other persons e.g. class recitation, oral defense of thesis, etc.
2. Group Oral Examination- two or more students are asked to answer a question in
concert or in group e.g. choral speaking, choral renditions
b. According to the Objective of Measurement
1. Questions for Marking- graded according to the quality of answers e.g. graded
recitation, oral defense
2. Questions for Selection- purpose of questioning is to fill up a vacant position for
honor, scholarship, employment, and other competitive positions
II. Written Examinations
a. Essay- answers by discussion, enumeration, comparison, explanation, analysis,
statements,
criticisms
1. Classification according to Brevity of Responses
a. Simple-Recall Question- demands short responses such as a sentence or two
e.g. answer to questions who, what, when and where
b. Short-Answer Question- answered by a statement, a phrase or a sentence e.g.
define, identify, list, find, state etc.
c. Discussion Type Question- answered by discussion e.g. explain, describe,
interpret, compare, contrast, outline, etc.
2. According to Scope of Responses
a. Unrestricted or Uncontrolled Type- have very wide latitude; wider freedom of
organizing ideas in any way; hard to score, not so valid and nor so reliable e.g.
Describe the economic problems of our country.
b. Restricted or Controlled Type- limited in organizing response; there are guides
in making a response; more valid and reliable e.g. Give and discuss the causes
of Phil. Revolution starting with the remote causes followed by the immediate
ones.

13

3. Other Types of Essay

a. Enumeration- a completion test with two or more responses
1. Complete Enumeration
2. Selective Enumeration
b. Description
c. Comparison
1. General
2. With Given Basis
d. Contrast
1. General
2. With Given Basis
CLASSIFICATIONS OF OBJECTIVE TEST
1. Recall Type
a. Simple Recall- a direct question; response is a single word, number, letter, or
symbol
b. Completion- asked to supply the omitted important words e.g. Fill-in-the-Blank
c. Identification- defined, explained, or indicated by a picture, diagram, symbol,
object
d. Labeling- labeling the parts indicated by arrows; can be a matching type
e. Enumeration- completion test where there are two or more responses
2. Recognition Type
a. Alternative-Response- one of only two possible responses e.g. true or false,
right or wrong, yes or no
1. Yes-No
2. True-False
3. Right-Wrong
b. Multiple Choice- one is the correct answer from the given responses
c. Scaled Multiple Choice- choose option from the list of orderable categories,
degrees or gradations e.g. Do you agree that the current government is better
than the past government? a. agree b. uncertain c. disagree d. strongly
disagree
d. Matching Type- with two or more columns; match the items of the columns
3. Rearrangement of Items- ask to assemble, order on some basis e.g. chronological
order, geographical order, magnitude, alphabetical, importance, quality etc.
a. Rearrangement of Symbols
b. Rearrangement of Words
4. According to Response
a. Multiple Choice
b. Matching Type
c. Alternate Response
1. Yes-No
2. True-False
3. Right-Wrong
5. Supply Type or Restricted Response
a. Simple Recall
b. Fill-in-the-Blanks
c. Answer the ff
d. Essay for Short Answer
6. Extended Response
a. Comprehensive Examination
b. Essay for Term Paper
EDUCATIONAL TEST
VS
PSYCHOLOGICAL TEST
- measures the results and effects of instruc- measures a sample of behavior
tion in learning
e.g. good traits
- measures intangible aspects of behavior
e.g. attitudes, interests, intelligence
MASTERY TEST
VS
SURVEY TEST
- level of mastery of a specific
- batteries of achievement test;
objective
they cover wide areas of learning content;

14

designed to measure the total performance

individual in a given field of knowledge;
also the general achievement of the
students in a certain subject
GROUP TEST
- given to group of persons;

INDIVIDUAL TEST
VS
- given to one person; one-to-one
economical
basis
SPEED TEST
VS
- measures the no. of items an individual can complete at a given
ability to
time

POWER TEST
- items are arranged in increasing
order of difficulty; measures the

VERBAL TEST
VS
- paper and pencil test
;
words
oral test; words are necessary for
the examinee to understand and respond
involve
to test items
objects
FORMATIVE TEST
VS
- brief; gives idea on what had been
achievement;
learned and suggest corrective measures
how
for mastery; e.g. daily quizzes

answer more and more difficult items

within a given field
NON-VERBAL TEST
- maybe pencil and paper test but
are not used in giving meaning or
responding to the test items; may
numbers, drawings, or physical
SUMMATIVE TEST
- assesses students learning
longer and broader; gives ideas on

students change; grades are based on it;

e.g. departmental test
SELECTION TEST
- requires the examinee to recognize
and select the correct reposnses; e.g.
multiple choice, matching type

SUPPLY TEST
VS
- requires the examinee to recall
and supply the naswer; e.g.
completion test, fill-in-the-blanks,
essay test
CRITERION-REFERENCED TEST VS
- describes he performance of the
compares
students in terms of what an indinorms/standards
duals can do without reference to
the performance of others; based from
a criteria/objective e.g. spell 60 words
out of 100 words
INFORMAL TEST
VS
- also called the teacher-made test;
aims to measure achievement,
progress, weakness, or defects
STANDARD TEST
VS
- prepared by specialists/experts who know
well the principles of test construction;
- prepared very carefully following
accepted principles of test construction
- given to a large portion of population
- with norms, validity, reliability and
statistical treatment
- highly objective
- have norms for comparison

NORM-REFERENCED TEST
- how an individuals performance
with others; presence of

STANDARD TEST
- with norms, validity, and reliability;
prepared by curriculum experts;
TEACHER-MADE TEST
- prepared by classroom teachers who
may not know well the principles
of test construction
- prepared haphazardly to meet the
the deadline for administration
- given to small group e.g. to a class
- no norms or statistical treatment
- maybe essay which case scoring is
subjective
- no norms unless teacher computes
for the mean, median, and SD for
comparison and interpretation

15

- measures innate capacities, characteristics,

and achievement
- used for long period of time
- accompanied by manuals of instructions
- copyrighted

- measures subject achievement

- used for short period
- no manuals, only directions
- not copyrighted

TRUE OR FALSE TEST

a. Advantages:
1. applicability
2. adaptability
3. objectivity in scoring
4. ease in scoring
5. ease in administration
6. wide sampling of knowledge
b. Disadvantages:
1. suggestion effect of incorrect statements
2. guessing factor
3. not reliable due to chance factor
4. difficulty of framing and absolutely true or false statements
5. seldom applicable to measure complex understanding
c. Rules:
1. Avoid specific determiners.
e.g
all. Always, never, none, no, nothing false
may, some, oftentimes, sometimes, frequently, generally, most - true
2. Avoid disproportionate number of either true or false statement; make half of the
items true and the other half false.
3. Avoid exact wording from the testbook.
4. Avoid trick statements.
5. Limit each statement to exact point to be tested.
6. Avoid double negatives.
7. Avoid ambiguous statements.
8. Avoid unfamiliar, figurative, or literary language.
9. Avoid long statements especially those involving complex sentence structure.
10.Avoid qualitative language whenever possible.
11.Commands cannot be true or false.
12.If the statement is to test for truth or falsity or reason, the main clause should be true
and the reason either true or false
13.Do not establish pattern.
14.Require the simplest possible method of indicating response.
15.Arrange the statement in groups; follow the correct format.
16.Use the true or false only for points that lend themselves unambiguously to this kind
of item.
17.Inform students if a correction for guessing will be applied.
c. Directions:
Clear - How to respond
- Where they will write the answers
- Whether correction for guessing will be applied
d. Scoring
- Each correct answer should be given one point
- For modified true or false, you may give two points
MULTIPLE CHOICE
a. Advantages/Strengths:
1. Most flexible and versatile
2. Adaptable
3. Large number of items can be answered during normal examination period
4. Can be scored rapidly and objectively even by individuals who are unqualified to
teach the subject
b. Disadvantages/Weaknesses:
1. Needs
- Thorough knowledge of the course content
- Awareness of the methodology of item- writing
- Skill in the use of language

16

- Level of students development

2. Not advisable for examining small groups of students on only one occasion
3. Can not be used to measure the ability to organize or to clearly express answers to
acceptable language
c. Methods of Designing the Multiple Choice Type:
1. Best Answer Type- choices are all correct but there is one that is decidedly the best
2. Correct answer Type- there is only one correct answer.
Stem
questions form
- declarative statement
- incomplete statement
d. Rules:
1. The stem should contain the problem, the essential issue of the item, or the frame f
reference when selecting the correct answer.
2. Arrange choices in chronological order, in a series of magnitudes, alphabetically etc.
3. Make all the destructors plausible and attractive response to the stem.
4. Do not make the correct answer obvious by making it unnecessarily different from
therest of the choices.
5. All the alternatives for a given item should be approximately homogeneous in
content, form and grammatical structure.
6. Write at least four choices per item or maybe ffive.
7. The use of the alternatives none of these or all of these should be used only with
care.
8. In a best answer type, make sure that one and only one is clearly the best answer.
9. Express the responses to a multiple choice test item so that grammatical consistency
is maintained.
10.Avoid double negative. This creates artificial difficulty in the test.
11.Make sure that the complete item is on the same page.
MATCHING TYPE
a. Strength:
1. Often used to measure lower levels of the cognitive domain- who, what, when, where
situations
2. Scored rapidly, accurately, and objectively
3. Maybe used to measure higher levels of the cognitive domain, but it is not easy to
develop such items
b. Weaknesses:
1. Difficult to develop a matching type item to measure higher levels of the cognitive
domain
2. Premises must be homogeneous; it is hard to find enough important and
homogeneous ideas to the premises of the items
3. Homogeneity of items places overemphasized rather than small portion of content
area to be tested; hard to conform with the table of specifications; biased in sampling
Rules:
a. Direction must include:
1. Set a general frame of reference for responding to the items of the cluster
2. How to proceed in selecting responses
3. Where to record his responses
4. Inform whether or not answer could be used more than once
b. Premises:
1. Specify a detail of frame of sequence suggested in the introductory statement
2. Present specific problem to be solved
3. Expressed clearly and concisely
4. Errors of language must be avoided
5. Superfluous and unnecessarily difficult words should be avoided
6. Highly technical terms should be excluded unless essential to the concept being
measured
7. Homogeneity of the premises should be strictly followed
c. The Alternates:
1. Must be grammatically appropriate to each premise of the cluster
2. Equally appealing, homogeneous
3. Greater than the number of premises

17

4. The list of alternates must be somewhat limited since the examinee must read a list
of alternates each time he responds to a premise; the use of more than 10 alternates
will result in loss of testing efficiency
d. Varieties of Matching Type
1. Imperfect Matching Type- an alternate response could be used more than once
2. Multi Matching Variety- has 3 or more columns; the first column is matched with the
second column and the second column is matched with the third column
SIMPLE-RECALL TYPE OF TEST ITEM
a. Advantages:
1. It minimizes guessing
2. It measures retention of specific points and demands accurate information
3. It can measure high levels of cognitive skills
b. Limitations:
1. Excessive use may lead students to focus on memorization of facts and unrelated bit
of information
2. Students may give a partially correct answer
3. It takes time because if the student does not readily know the answer, he has to
pause to think in an effort to recall the word/answer.
c. Rules:
1. Avoid indefinite statements; indefinite questions are open to several answers.
2. Do not over mutilate your statements; over mutilated is worst than skeleton.
3. Omit only the key words or phrases rather than trivial ones.
4. Make blanks uniform in length.
5. Place the blanks near the end of the statement rather than at the beginning.
6. Avoid the use of extraneous hints designed to help the student identify the correct
answer.
7. Always the units in which the answer is to be expressed for those supply test items
that could have several answers depending upon the unit chosen.
8. Avoid directly lifting from the textbook.
9. Avoid grammatical clues to the correct answer.
10.If the answers are to be written on the test booklet or question sheet, provide
sufficient space for students answers; the correct answer should be unnecessarily
long.
ESSAY TEST ITEMS
a. Characteristics:
1. It is considered a supply test.
2. Student composes his responses in more than one sentence.
3. Quality and accuracy is judged subjectively only by someone skilled and informed in
the subject.
4. Important feature- freedom of response.
5. Variation in response:
Extended Response- can be extremely challenging to the examinee; shows how well
a student achieved higher level of educational goals; measures their ability to
organize, evaluate, write clearly with precision and creativity
Restricted Response- measures achievement rather than the ability to write; to
respond correctly the student needs to recall the proper information, organize it in
suitable manner, arrive at logical and defensible conclusion, and express it in his
own words
d. General Considerations in Preparing Good Essay Tests:
1. Give adequate time and thought to the preparation of essay questions.
2. The question should be written so that it will elicit the type behavior you want to
measure.
3. Establish a framework within which the student will operate when he answers the
question.
4. Decide in advance what factors will be included in an essay response.
5. Do not provide optional questions in an essay test.
6. Adapt the length of the responses and complexity of the question and answer to the
maturity of the students.
7. Prepare a scoring key.
Rules in Constructing Essay Test Items:

18

1. Dont begin the essay question with discuss when the question fails to provide a
basis for or limitation of the focus of discussion.
2. Dont ask for an expression of opinion when you intent is to measure the student
learning or the ability to present evidence for or against.
3. Dont introduce essay questions with Write all you know about , In you
opinion, What do you think.. , and so on.
4. Dont ask for comparison without clearly specifying the basis or bases on which the
comparison will be made.
Scoring the Essay Test:
1. Score only one question at a time for all papers.
2. Try to score all the responses to a particular question without interruption.
3. Score the paper anonymously.
4. Score only on factors you decided will be considered.
5. Decide on the scoring system and use it consistently.
6. Score the papers yourself.
STAGES OF TEST DEVELOPMENT
I Planning the Test
a. Determining Objectives
b. Preparing Tables of Specifications
c. Selecting the appropriate Item Format
d. Writing the test items
e. Editing the test items
II Trying the Test
a. Administering the 1st Try-Out Item Analysis
b. Administering the 2nd Try-Out Item Analysis
c. Preparing the final form of the test
III Establishing Test Validity
IV Establishing Test Reliability
V Interpreting Test Scores
PURPOSES OF TEST:
1. Judging pupils mastery
2. Measuring growth over time
3. Ranking pupils based from their achievement
4. Diagnosing pupils difficulties
5. Evaluating the teachers instructional methods
6. Ascertaining the effectiveness the effectiveness of the curriculum
7. Motivating the students
PREPARING THE TEST ITEMS
1. Know the subject matter thoroughly
2. Know and understand the pupils being tested
3. Be skilled in verbal expression
4. Be thoroughly familiar with various test formats
GENERAL GUIDELINES FOR TESTCONSTRUCTION
1. Avoid replication of textbook when writing test items
2. The test item should be aimed at a specific objective
3. Begin writing items well ahead of time when they will be used
4. Consider the level of the item in relation to the purpose of testing
5. Do not allow the items to be interdependent
C. IMPROVING TEST ITEMS
TABLE OF SPECFICATION
e.g.
Course Content/
Time
Objective
Spent
(Hours)
Chapter I- The Web
5
of Life
Chapter II- Diversity
10
Among Living
Things

Proportion
of Time (%)

No. of
Items

Item
Placement

21

11

1-11

42

21

12-32

19

Chapter III-Patterns
Among the
Biosphere
Chapter IV- Within
the Organism
Chapter VAdaptation
Total

17

23-40

12

41-46

47-50

24 hrs

100

50

CHARACTERISTICS OF A GOOD TEST

1. Validity- degree to which a test measures what it intends to measure; provides
truthful information about people with regards to a specified class of behavior
Factors Considered to Influence Validity
a. Appropriateness of test items
b. Directions
c. Reading vocabulary and sentence structure
d. Difficulty of items
e. Construction of test items
f. Arrangement of items
g. Patterns of answers
2. Reliability- consistent; it does not change; consistency of scores
Reasons for Inconsistency:
a. Scorer reliability
b. Poor sampling
c. Instability of examinees performance
Various Ways of Establishing Reliability
a. Length of test
b. Difficulty
c. Objectivity
3. Administrability- can be administered with ease, clarity, and uniformity; test
procedures are standardized; directions are simple, clear, and concise
4. Scorability- ease in scoring; direction for scoring is clear; scoring key is simple;
answer sheets provided; can be scored with the simplest and quickest possible time
by providing answer keys
5. Interpretability- test scores are easily evaluated
6. Objectivity- degree to which judgment is fair;
7. Economy- cheapest way of giving test
8. Adequacy- fairly wide sampling of items to measure educational objective
9. Utility- quality to meet the needs and purpose for the testing is constructed and
administered
10.Comparability- results can be compared
ITEM ANALYSIS
a. Level of Difficulty- percentage of students who answer correctly each test item
NR
Where: P= percentage of students who answered
P=
(100)
the item correctly
NT
NR= no. of students who answered the item
Correctly
NT= total no. of students who attempted to
Answer the item
Interpretation:
P
Level of Difficulty
0-20%
Very Difficult (VD)
21-80%
Moderately Difficult (MD)
81-100%
Very Easy (VE)
e.g. (NT=50)
Item No.
NR
P (%)
Level of Difficulty
1
15
50
MD
2
12
83
VE
3
29
97
VE

20

4
5

10
20

33
67

b. Discriminating Power- the ability of an

done well and who have done poorly
U-L
Where:
D
D =
U
N
L

MD
MD

item to differentiate between students who

= index of discrimination power
= no. of students in the upper group who
who answered the item correctly
= no. of students in the lower group
who answered the item correctly

Interpretation:
D
Interpretation
+0.40 and above
Very Good (VG)
+.02 to 0.39
Satisfactory (S)
0 to 0.19
Poor (P)
Procedure:
1. Arrange the scores from highest to lowest
2. Separate the upper 27% and lower 27% of the scores
e.g. (N=50X 0.27= 13.5 or 14)
Item No.
U
L
1
14
12
2
10
6
3
11
7
4
3
10
5
13
12

D
0.14
0.29
0.29
-0.50
0.07

Interpretation
P
S
S
P
P

CHARACTERISTICS OF A GOOD TEST

more than 50% has D= 0.40 and Above
less than 40% has D= 0.40 to 0.20
less than 10% has D= 0.20 to 0
D. INTERPRETING TEST RESULTS
UNGROUP DATA
Mean
Mode

X= EX
N
Mo= most frequent score

Median

Mdn= the middle score

Standard Deviation

SD=

EX2 N

EX
N

Am + Efd
N

GROUPED DATA
Mean

X=

Median
Mode

Mdn= Ll + N/2-cf
fw
Mo= 3X- 2Mdn

Standard Deviation

SD=

Efd2 - Efd 2
N
N

E. GRADING AND REPORTING

Prepared by:

21

ELIZABETH F. EPISCOPE
Instructor III

22