ASSESSMENT
OF
STUDENT LEARNING 1
Module 4 ( Semi-Final)
Prepared by: JADE D. NAMIT
ABOUT
__________________________________________________________________________________
JADE D. NAMIT
________________________________________________________________
Jade D. Namit is a graduate of Master in Education at Mandaue City
Colleges in the City of Mandaue. A Master of Arts in Education Major in
Educational Management at St. Vincent’s College in Dipolog City.
Before becoming a school head, he served as multigrade classroom
teacher at Immaculada Elementary School in Barangay Immaculada,
Labason where he exactly resides. His service to this school as classroom
teacher reached for three years until his school head was transferred to
another school in the same district; he became the Teacher In-Charge.
After serving five years, he then transferred to Balas Elementary
School in the same district serving three years as Head Teacher. He then
transferred to San Isidro Elementary School in the same district where he is
currently assigned as Head Teacher.
DEDICATION
The author would like to dedicate these pieces of work to the
students who wish to pursue their education no matter how tough the
situation is amidst this pandemic, Education shall continue.
ACKNOWLEDGEMENT
I wish to thank the CHED and the management of Southern Peninsula
College for this opportunity to make self-learning modules for subject-
Assessment of Student Learning 1.
I also wish to convey thanks to my colleagues in the Department of
Education for giving me the opportunity to teach beyond my services to the
department.
Finally I thank GOD, the source of life, mercy, love, compassion,
knowledge, wisdom and understanding.
J.D.N.
PREFACE
This module was made possible to address the gap of Education in
the Tertiary Level in light of COVID-19 pandemic. This learning modality
aimed to provide learning tools in assessing student’s learning outcome.
The shift of educational system from subject content to student
learning outcomes is a serious challenge of our educational system at all
levels hence it is the current international thrust of education.
Assessment for Learning is successful when embedded in teaching
and learning. The tool aim to help by presenting different facets, activities
and tools for future teachers to use in order to achieve student’s learning
outcome.
I hope you find it useful!
DEVELOPMENT OF VARIED ASSESSMENT
LESSON4
TOOLS
I. Overview
We are concerned with developing objective tests for assessing the
attainment of educational objectives based on Bloom’s Taxonomy in this
chapter. For this purpose, we restrict out attention to the following types of
paper-and-pencil tests: (a) true-false items, (b) multiple-choice type items,
(c) matching items, (d) enumeration, (e) completion and (f) essays.
II. LEARNING COMPETENCIES/LEARNING OUTCOMES/OBJECTIVES
Construct paper-and-pencil tests in accordance with th
guidelines in test construction
III. INSTRUCTIONAL ACTIVITES
In this lesson, we take a deeper look at the different types of
objective tests.
Check out the article below. This will provide a brief summary
of the types of tests used today. Summarize the items using a
Graphic Organizer.
Click here:
[Link]
q=how+to+plan+a+test+construct&oq=how+to+plan+a+test&aqs
=chrome
[Link]
constructing-a-test/64781
Read this!
A. Identifying Test Objectives.
An objective test, if it is to be comprehensive, must cover the various levels
of Bloom’s taxonomy. Each objective consists of a statement of what is to be
achieved preferably by the students.
Example> If we want to construct a test on the topic: “ Subject-Verb
Agreement in English” for a Grade V class. The following are typical objectives:
Knowledge / Remembering. The students must be able to identify the subject
and the verb in a given sentence.
Comprehension? Understanding. The students must be able to determine the
appropriate form of a verb to be used given the subject of a sentence.
Application/Applying. The students must be able to write sentences observing
the rules on subject-verb agreement.
Analysis/Analyzing. The students must be able to break down a given sentence
into its subject and predicate
Evaluation/Evaluating. The students must be able to evaluate whether or not a
sentence observes rules on subject-verb agreement.
Synthesis/Creating. The students must be able to formulate rules to be followed
regarding subject-verb agreement.
NOTE:
Deciding on the type of objective test. The test objectives guide the kind of
objective tests that will be designed and constructed by the teacher. For instance,
for the first four (4) levels , we may want to construct a multiple-choice type of
test while for application and judgment, we may opt to give an essay test or a
modified essay test.
B. Preparing a Table of Specification
LEVEL OBJECTIVE ITEM NO. %
NUMBERS
Knowledge Identify subject-verb 1,3,5,7,9 5 14.29
%
Comprehensio Form appropriate verb form 2,4,6,8,10 5 14.29
n %
Application Write sentences observing rules 11,13,15,17,1 5 14.29
on subject-verb agreement 9 %
Analysis Determine subject and 12,15,18,21,2 5 14.29
predicate 3 %
Evaluation Evaluate whether or not a 13,16,19,22,2 5 14.29
sentence observes rules on 4 %
subject-verb agreement
Synthesis Formulate rules on subject-verb Part II 10pt 28.57
agreement s %
TOTAL 35 100%
The actual construction of the test items follows the TOS. As a general rule,
it is advised that the actual number of items to be constructed in the draft should
be double the desired number of items. For instance, if there are five (5)
Knoweldge level items to be included in the final test form, then at least ten (10)
Knowledge level items should be included in the draft. The subsequent try-out and
item analysis will most likely eliminate many of the constructed items in the draft
(either they are too difficult, too easy or non-discrimatory), hence, it will be
necessary to construct more items than will actually be included in the final test
form. Most often, however, the try-out is not done due to lack of time.
The test draft is tried out to a group of pupils or students. The purpose of
this try-out is to determine the : (a) item characteristics through item analysis, and
(b) characteristics of the test itself-validity, reliability, and practicality.
HOW TO CONSTRUCT A TRUE-FALSE TYPE OF TEST?
Click> [Link]
Click> [Link]
Click> [Link]
Click> [Link]
Activity1: Construct a 10-item true-false type of test to this competency: Identify
the computer system
HOW TO CONSTRUCT A MULTIPLE CHOICE TEST?
Click> [Link]
Click>[Link]
Activity2. Construct a 40-item multiple choice test with this lesson: Subject-Verb
Agreement.
HOW TO CONSTRUCT A MATCHING TYPE OF TEST?
Click>[Link]
type-of-tests/
Activity3. Construct a 20-item Matching type of test with this lesson: Magellan’s
Circumnavigation
HOW TO CONSTRUCT A COMPLETION TYPE OF TEST?
Click>[Link]
Activity4. Construct a 15-item Completion test with the topic: Plant Photosynthesis
HOW TO CONSTRUCT AN ESSAY TYPE OF TEST?
Click> [Link]
Activity5. Construct an Essay type of test with this lesson: The Circulatory System.
