Episode 3 On Content Validity of Tests

My Tools

A. Interview
1. I will ask my Resource Teacher this question: “ What do you do/ what
does your school to ensure the content validity of your periodic tests?”

Summary of Information Gathered from the Interview:

Although TOS or Table of Specification is recommended in every school
in creating the periodic tests questions my resource teacher does not make a
TOS and the school does not required it. Their only required to make periodic
questions prior to the Lesson objectives that have been discuss by their
teacher.

B. Documentary Analysis (Lesson Plan with the accompanying quiz/test)

My documentary analysis will be guided by this question: “Does

the quiz/test measure what it is supposed to measure?”
Based on the lesson plan, I think yes. Even though the lesson
plan is for one week I think it really measures all the things that it should
measure, the questions attained all the three domains of learning.
My Analysis

1. What has the Table of Specification (TOS) to do with the content validity of tests?
TOS is the way to measure the validity of the of the test question.
TOS will identify the appropriate question and the appropriate number of
items to be given to the students. This way, teacher will be guided in
making valid tests because it provides percentage to be asked in a
specific topic and domain.

2. If validity as a characteristic of test means that a test must measure what it is

supposed to measure, is a multiple-choice type of test valid to determine learning
of manipulative skill like focusing a microscope? Explain.
Manipulative skill involves moving or using an object with hands or
feet to achieve goal or complete a task. Thus, manipulating a microscope
in a real situation would be manipulative skill rather a multiple choice type
because students may not be able to manipulate objects.

3. Do we have other types of validity of a test other than content validity? Research
for an answer.
Yes, there are other types of validity. It includes:

Face Validity – the test appears to be assessing what it aims to

measure (outside appearance)

Concurrent Validity – answers the question, “Is the result similar to

other test administered at about the same time?”

Predictive Validity – degree of accuracy of how a test predicts the

level of performance in a certain activity which it intends to foretell

Construct Validity – agreement of a test result with certain characteristics

that the test aims to portray.
My Reflection:

Write down what you learned on what to do to ensure validity of tests. Did you
ever experience taking a test which was very difficult because the items were not at all
covered in class? How did it affect you? How will you prevent your future pupils /
students from experiencing the same?

According to what I observed, I think that the teacher must use TOS in

creating tests questions to make students able to answer on their own. Also the

Teacher can create appropriate tests question, and to make instructions brief and

clear and concise, and the teacher can arrange it from easy to difficult.

Yes, I did experience taking a test which was not covered in class in my

subject in Biology. The teacher gave us a tests question that had not been

discuss and it frustrate me because I got the lowest score, I did review but

unfortunately, the lesson I review was not on the tests.

If I will be a teacher I must use the TOS in order for me to create a valid

test question appropriate tests numbers and most of all students may be able to

answer it.
My Portfolio

1. Research on at least two forms of TOS. Paste them here. Between the two,
which do you prefer?

For me, I prefer the Two-Way Table of Specification because items in this TOS
are broken down into each level of cognitive domain. In this manner, validity of test is
more achieved compared to One-Way Table of Specification.
2. Copy one lesson objective from my Resource Teacher. I will develop an
appropriate and valid quiz/test to measure attainment of that lesson objective.

Given Activities to grade 10 students are expected to do the

following:
a. Identify whether it is reflective or intensive pronoun.

Direction: Write I if it is Intensive and R if it is Reflexive and X if the

pronoun is used correctly.
_______ 1. You yourself need to be more careful.
_______ 2. I hurt myself trying to fix my father’s car.
_______ 3. They themselves are ready for the game.
_______ 4. You sent yourself another Valentine’s Day Card, didn’t
you?
_______ 5. Did you yourself make the dinner?
_______ 6. Jack introduced himself to his girlfriend’s parent.
_______ 7. Leave it alone! I will do it myself!
_______ 8. Mary walked herself to school for the first time last week.
_______ 9. We ourselves made sure to be on time.
_______ 10. The bug found itself caught in yet another screen
enclosure.
3. Following the new version of Bloom’s Taxonomy of Objectives, formulate a lesson
objective for each level and a corresponding valid test item.

Create
Objective: Construct an essay
about their parent.
Question: What is mother to
you?

Evaluating
Objective: value the significance of the short
story “footnote to youth”.
Question: If you were Dodong would you the
same?

Analysing
Objective: Compare and Contrast the behavior of the main
characters:
Question: What are the similarities of Dodong to his father?

Applying
Objective: Perform a role playing about the story “footnote to youth”
Question: Create a short skit about the story “footnote to youth”.

Understanding
Objective: Interpret the sentence taken from the story “Footnote to Youth”.
Question : Explain the sentence “ Love triumph the Youth”.

Remembering
Objective: Give the basic elements of short story.

Question : what are the elements of a short story.

EPISODE 4 ON SCORING RUBRICS

Interview of Resource Teachers

I will ask the following questions:

1. Where do you use the scoring rubrics? (students outputs or

products and students activities)
As a teacher, there are many activities that can use rubrics and one of
these I frequently used is writing activities where by students write
their essay about a certain topic.

2. What help have scoring rubrics given you? When there were no
scoring rubrics yet, what did you use?
Rubrics help us identify the best capacity of the students through the
criteria that a rubrics has. If there were no rubrics I think it should be
related to the topic and they will be able to make least mistake in
grammar.

3. What difficulties have you met in the use of scoring rubrics?

Mostly in giving the scores because most of them has their own styles
in writing and also in participating in the activities

4. Do you make use of holistic and analytic rubrics? How do they

differ?
Yes, analytic rubrics are particularly useful for problem-solving or
application assessments while holistic describe characteristics of each
level of performance for example excellent research.

5. Which is easier to use analytic or holistic?

It depends on how the teacher creates the rubrics and what purpose
of the rubrics.

6. Where you involved in the making of the scoring rubrics? How

do you make one? Which is easier to construct- analytic or
holistic?
Yes, it must be used in every performance activities to give the
appropriate scores or grades for the students. If I will be going to
choose which one is easier I definitely choose analytic because it
much likes checklist that allows separate evaluation of every criterion.
RESEARCH
I will research on the following:
 Types of Rubrics
 Analytic – each criterion (dimension, trait) is evaluated separately
 Holistic – All criteria (dimensions, traits) are evaluated simultaneously.

 When to use Rubrics

The main purpose of the rubrics is to assess the student’s performance or
work.

 How to construct the two Rubrics

 Holistic rubrics allow you to assess participants' overall achievement on an

activity or item based on a single criteria using predefined achievement levels.

 Holistic rubrics may use a percentages or text only scoring method. Percentage
holistic rubrics have a percentage range associated with each achievement level,
which allows users' quiz and grade item activities to automatically be assigned
an achievement level based on their quiz score or grade. Other activities and
ePortfolio items may also be evaluated with percentage holistic rubrics, you just
have to manually enter users' achievement levels.

 Click New Rubric in the top tool menu of the Rubric List page.
 Enter a Rubric Name and Description.
 Select Holistic in the rubric Type drop-down.
 Select how many achievement levels you want the rubric to have in the Initial #
of Levels field.
 Select either Percentages or Text Only for the scoring method.
 Select whether you want the rubric to be associated with Competencies and/or
ePortfolio.
 If you are creating a rubric from an org unit above a course in your
organization's hierarchy, such as a department or from the organization level,
and want to share it with child org units, click Add Org Units and select the org
units to share with.
 Click Save.
 Define holistic rubric achievement levels
 Click the Levels tab on the New Rubric or Edit Rubric page.
 Click the Actions context menu (drop-down) for an achievement level. We
recommend that you start with the lowest achievement level and work your
way up.
 Select Edit Level.
 Enter a Level Name.
 If you are creating a holistic rubric that uses a percentages scoring method,
enter a Start Range. The start range for your lowest achievement level is
automatically set to 0%. The start range for other levels should be the lowest
 percentage acceptable for the level. The highest percentage is determined by
the start range for the level above.
 Enter a Description for the level. Achievement level descriptions help evaluators
determine which level best reflects a user's achievement. The more detailed
your descriptions are, the more consistent evaluations will be.
 Enter any standard Feedback that you want to be communicated to users who
achieve the level. Standard feedback is an easy way to communicate a rubric's
evaluation methodology to the people being evaluated and to help prepare
them for future rubric evaluations.
 Click Save.
 Repeat for other levels.
 Create an analytic rubric
 Analytic rubrics allow you to assess a Competencies activity or ePortfolio item
based on more than one criterion in a single rubric. With analytic rubrics, levels
of achievement are displayed in columns and your assessment criteria are
displayed in rows.
 Analytic rubrics may use a points, custom points or text only scoring method.
Points and custom points analytic rubrics may use both text and points to assess
performance; with custom points, each criterion may be worth a different
amount of points. For both points and custom points an overall score is
provided based on the total number of points achieved. The overall score
determines whether the activity is achieved.
 Click New Rubric in the top tool menu of the Rubric List page.
 Enter a Rubric Name and Description.
 Select Analytic in the rubric Type drop-down.
 Select how many achievement levels you want the rubric to have in the Initial #
of Levels field.
 Select how many criteria you want to break your evaluation down by in the
Initial # of Criteria field.
 Select Text Only, Points or Custom Points for the scoring method.
 Select whether you want the rubric to be associated with Competencies and/or
ePortfolio.
 If you are creating a rubric from an org unit above a course in your
organization's hierarchy, such as a department or from the organization level,
and want to share it with child org units, click Add Org Units and select the org
units to share with.
 Click Save.
 Back to top

 Define analytic rubric achievement levels and criteria

 Click the Levels and Criteria tab on the New Rubric or Edit Rubric page.
 Click the Actions context menu (drop-down) for a criterion and select Edit
Criterion.
 Enter a Criterion Name.
 Click Save.
 Repeat for other criteria.
 Note Add criteria groups if you want to divide your criteria into subsections.
 
 Click the Actions context menu (drop-down) for an achievement level. We
recommend that you start with the lowest achievement level and work your
way up.
 Select Edit Level.
 Enter a Level Name.
 If you are creating an analytic rubric that uses a points scoring method, enter a
Score (points) for the level. For custom points, you may enter a different score
(points) for each criterion.
 Enter a Description of what is required to achieve the level for each criterion.
Achievement level descriptions help evaluators determine which level best
reflects a user's achievement. The more detailed your descriptions are, the
more consistent evaluations will be.
 Enter any standard Feedback that you want to be communicated to users who
achieve the level for each criterion. Standard feedback is an easy way to
communicate a rubric's evaluation methodology to the people being evaluated
and to help prepare them for future rubric evaluations.
 Click Save.
 Repeat for other levels.

 Advantages and disadvantages of scoring Rubrics

 Advantages of Rubrics
 Forces the teacher to clarify criteria in detail.
 Useful feedback for the effectiveness of instruction.
 Motivates students to reach the standards specified.
 Narrows the gap between instruction and assessment.
 Flexible tool, having uses across many contexts, in many grade levels and for
a wide range of abilities.
 Potential to be transferred into grades if necessary.
 Can offer a method of consistency in scoring by clearly defining the
performance criteria.
 Giving the child more control of their own learning process.
 Potential to open communication with caregivers.
 Disadvantages of Rubrics
 Rubrics can also restrict the students mind power in that they will feel that
they need to complete the assignment strictly to the rubric instead of taking
the initiative to explore their learning.
 If the criteria that is in the rubric is too complex, students may feel
overwhelmed with the assignment, and little success may be imminent.
 For the teacher creating the rubric, they may find the task of developing,
testing, evaluating, and updating time consuming.
My Analysis
1. What benefits have scoring rubrics brought to the teaching-learning
process?
Scoring rubrics is important to all teacher to be able them to give the right
scores for every activity that are related to performance. It can also enhance
student learning because it makes students aware of the expected level of
performance that they need to meet. It also gives them boost to meet the
standards of the rubrics.
2. How are scoring rubrics related to portfolio assessment?
Scoring rubrics are related to portfolio assessment because it assesses
students. It is a way of motivation to the students to learn more and to achieve
the highest scores in the rubrics. Aside from that students can also see the
breakdown of all the scores and also the growth knowledge.
3. To get the most from scoring rubrics, what should be observed in the
making and use of scoring rubrics?
To get the most from scoring rubrics teacher must focus on the observing
the skills and abilities of the students demonstrated in every task that the teacher
given.

My Reflections
Reflect on this: Scoring Rubrics: Boon or Bane?
Boon and Bane basically means “good or bad” beneficial or harmful. Boon
means “a thing that is beneficial or helpful” and bane is something that causes distress
or annoyance. Rubrics can be boon if the rubrics are beneficial to all students and used
correctly by the teacher. As a result, it provides clearer expectation of level of
performance, a well guided objective, grading system, communication students and so
on.
On the other hand, the rubrics can be bane if the rubrics are not well made and
the teacher abuses the usage of scoring rubrics. A teacher can biased rubric or he/she
can also be bias in giving grades to the students. Due to that, the teacher is not serious
in giving grades of the students.
In general, scoring rubrics can be bane or boon it always depend on the teacher
who are making the rubrics but as a teacher we must not make bane rubrics and must
follow the ethics in creating rubrics.
MY PORTFOLIO
Come up with one rubric for a student product (e.g. paragraph or theme written)
and another for a student activity such as cooperative learning activity)

Scoring Rubric for Paragraph Writing

CRITERIA
POINTS
5 4 3 2
Main Main Main Main
topic/idea topic/idea is topic/idea is topic/idea
sentence is either unclear unclear and sentence id
Main/Topic clear, or incorrectly incorrectly unclear and is
Idea correctly placed, and is placed, and not restated in
Sentence placed and is restated in the is restated in the closing
restated in the closing the closing sentence.
closing sentence sentence
sentences
Paragraph(s) Paragraph(s) Paragraph(s) Paragraph(s)
have three or have two have one have no
more supporting supporting supporting
Supporting supporting detail detail detail
Detail detail sentences sentence that sentences
Sentence (s) sentences that relate relate back to that relate
that relate back to the the main idea. back to the
back to the main idea. main idea.
main idea.
Each Each Each Each
supporting supporting supporting supporting
detail detail detail detail
Elaborating
sentence has sentence has sentence has sentence has
Detail
three or more at least two one no elaborating
Sentence(s)
elaborating detail elaborating sentence.
detail elaborating detail
sentences sentences. sentence.
Legible Marginally Writing is not Writing is not
handwriting legible legible in legible.
Legibility typing or handwriting, places.
printing. typing or
printing.
Paragraph Paragraph Paragraph Paragraph
has no errors has one or has three to has six or
in two five more
Mechanics punctuation, punctuation punctuation, punctuation,
and Grammar capitalization and capitalization capitalization
and spelling capitalization and spelling and spelling
and spelling errors. errors.
errors
Total
 Scoring Rubric for Cooperative Learning Activity

Criteria
Score
5 4 3 2 1

Participation
on group
discussion
Helped
keep the
group on
task
Quality of
Completed
work
Total