TE FRC HVA V. taco” RU “CbeDASSESSMENT OF LEARNING OUTCOMES, (Assessment 1) SECOND EDITION Copyright, 2012 by ROSITA L. NAVARRO, Ph.D. ROSITA G. SANTCS, Ph.D. and LORIMAR PUBLISHING, INC. ISBN 971-685-748-1 Published by LORIMAR PUBLISHING, INC. 776 Aurora Bivd., cor. Boston Stivet, Cubao, Quezon City, Metro Manila ‘Tel. Nos. 721-2715 + 723-1560 + 727-3386 Cellphone No, 0918-5375190 Telefax (632) 727-3386 Cover and book design by Ronnie Llena Martinez All rights reserved. No part of this book may be reproduced-or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, mimeographing, or by any information and retrieval system, without ‘written permission from the copyright holder. Printed in the Philippines by ADRIANA PRINTING CO., INC 776 Aurora Boulevard, cor, Boston St., Cubao, Quezon City Tel. No, 722-5175 To purchase additona! copies of this Worktext call LORIMAR PUBLISHING, INC. Tel, Nos. 721-2715 + 723-1560 + 727-3386 » CP No, 0918-8375190 Teleax (632) 727-3306. Ask fr Jule or send e-mail to [email protected]rr Foreword Setting new benchmarks for teacher education is no mean ‘task. This is so in the instance of Project WRITE (Writing Resources for Innovative in Teacher Education) which we initiated on August 4, 2006 culminating in the production and Publication of workbooks and textbooks, It was a yeoman’s task to gather our colleagues from Luzon, Visayas, and Mindanao and motivated them to get involved in a textbook writing process, The best happened such that we were able to form a prolific partnership as proven by this WRITE publication. This second edition of Assessment of Learning Outcomes (Assessment 1) is aligned with the National Competency-Based Teacher Standards (NCBTS), the standards of good teaching in the Philippines consisting of seven (7) integrated domains, twenty- ‘one (21) strands and eighty (80) performance indicators with the end in view of contributing to the formation of competent and committed professional teachers, It is focused on the development of the 21st century teacher who can respond to the demands of the K to 12 Basic Education Curriculum which the Department of Education began implementing this SY 2012-2013. It is dotted with activities and exercises which are in keeping with current trends in education such as outcomes-hased, reflective, integrative, interactive, inquiry-based, brain-based and research-based teaching, constructivism, multiple intelligences, multicultural education, and authentic assessment. Likewise, this edition updates the readers on educational legislations including the universalization of Kindergarven We gratefully acknowledge the authors who are pillars of teacher education in the country - Dr. Rosita L. Navarro and Dr. Rosita G. Santos, for sharing their expertise in teacher education. This Project WRITE publication is one of the latest editions of the more than 30 publications that are in active circulation throughout the country. We look forward to more publications that will help improve teacher performance and advance the enhancement of both the pre-service and in-service phases of teacher education. Onward to Project WRITE!PREFACE The shift of educational focus from subjectcourse content to student learning outcomes marks the serious effort to implement Outcomnes-Based Education (OBE) which is the current national and international thrust of education at all levels. Without the appropriate assessment measures, however, the aims and ideals of OBE may not be strategically achieved, The book implements and complements OBE by clarifying the concept of Outcomes-Based Education (OBE), identifying and explaining student learning outcomes at the different levels of schooling, and illustrating A variety of assessment tools to determine if the desired learning outcomes have been achieved. Every chapter of the book includes models and examples to aid students’ understanding. To enhance their capability to apply the concept learned. and relevant exercises are provided at the end of the chapter. ‘The authors effectively blended measurement and evaluation in the discussion of OBF and learning outcomes-based assessment in order to complete the teaching-learning cycle, thus making the book an invaluable guide not only for teacher education students but also for practicing professional teachers. BRENDA CORPUZ, Ph.D. President Philippine Association for Teacher Education (PAFTE)Table of Contents FOREWORD PREFACE (CiarreR 1. Shift of Educational Focus from Content to Learning Outcomes 7 71:1. Outcomes-Based Education: Matching Intentions with Accomplishments 2 1.2, The Outcomes of Education v7 +13, Sample Educational Objectives and Learning Outcomes in Araling Panlipunan (K to 12) 14, Exercises Charren 2. Measurement, Assessment and Evaluation in Outcomes-Based Education 4 2.1, Measurement © +22. Assessment ¢- 23. Evaluation 2.4, Exercises Curren 3 The Outcomes of Student Leaming 7 Al. Program Objectives and Student Learning Outcomes 3.2. The Three Types of Leaming & ~3.3, Domain I: Cognitive (Knowledge) 4 34, Domain Il: Psychomotor (Skills) 70 735. Domain II: Affective (Attitude) 3.6. Exercises Curren 4 Assessing Student Learning Outcomes 77 74.1 Principles of Good Practice in Assessing Leaming Outcomes /e 742. Samples of Supporting Student Activities /o- 43. The Outcomes Assessmeni Phases in the Instructional Cycle 4 244, Variety of Assessment Instrument © Objective Examinations Essay Examinations Written Work ‘© Portfolio “ssessment ‘© Assessment Rubrics Holistic Rubric Dimensional /Analytical Rubric # Competencies/Skils Assessment from Biginner to Proficiency Level /& 7 45, Assessment of Learning Outcomes in the K to 12 Program 4.6. Exercises Page 10 u 1s 18 18 19 2 a a 28 30 31 32 3B 3 3 33 3B ateer Charrer $ Development of Varied Assessment Tools: Knowledge and Reasoning. 5.1. Types of Objective Tests /e/1 75.2. Planning @ Test and Constructing a Table of Specifications (TOS) A/? 753, Consivcting a Teue-False Test 22! 75.4, Multiple Choice Tests «23/755, Matching Type and Supply Type Items 24807 5.6, ESSAYS 5.7. Exercises Exercises | Exexcists IL ‘Carre 6 Item Analysis and Validation 26,007 6.1. Hem Analysis 427 62, Validation 2s) 7 63. Reliability —- 6.4, Exencises Cuarren 7. Performance-Based Test” 88,5398 7.1, Introduction AVIS 35.1 7.2, Perforinance-Based Tests 26.97 id af 7.3, Performance Tasks 4¢89 ag/ 74, Rubrics and Exemplars ged! be 775, Creating Rubrics fe f2 227 16 Tipson Designing Rubres (V1 #8 B./ 7.7. Ausorating Performance-Based Tests 7.8. Exercises ‘Chuwrter 8. Grading Systems .47 ga 81. Norm-Referenced Grading #49 de 782, Criterion-Referenced Grading 70.61 x83. Four Questions in Grading £4,55 42 / 84, Whai Should Go Into a Student's Grade LE ga. 85. Standardized Test Scoring G57 dr 86. Cumulative and Averaging Systems of Grading ge/ 87. K to 12 Grading System: Reprodiced from DepEd Order No. 31, 2012 £b~ 88. Altemative Grading System = BS toa 89. Exercises Rerenences, Arpepix A eee 31 SSSRSSSSRRRAARRA BESS es ses 100 105 106 107 109stains ne nn eeerensnnenssnemesnetetiahaet SHIFT OF EDUCATIONAL - FOCUS FROM CONTENT TO LEARNING OUTCOMES Reduced to the barest components, the educative process happeas between the teacher and the student. Education : Ironically, however, for centuries we succeeded in Perpetuating the belief that education is a “pouring in” process wherein the . It followed that the We were ‘used to regarding education basically in terms of designating a set of subjects to take and when the we Pronounce the students “ assuming that the instruction and activitics we provided will lead to the desired knowledge, skills and other attributes that we think the course passers would possess ‘The advent’of technology caused a change of perspective in education, nationally and internationally. ‘Thé teacher ceased 1o be the sole source of knowledge. With knowledge explosion, students are surrounded with various sources of facts and information accessible through user- friendly technology. The who assists in the organization, interpretation and validation of acquired facts and information.1 L with Aceomplis, | ee ich has three (3) aie es-Base udons went It is student centered; that is, it places the students at the center of the process by focusing on Student Learning Outcomes (SLO), It is faculty driven; that is, it encourages faculty responsibility for teaching, assessing program cutcomes and motivating participation from the students, It is meaningful; that is, it provides data to guide the teacher in making valid end continuing improvement in instruction and assessment activities. To implement outcomes-based education on the subject or course level, the following procedure is recommended: Identification of the educational objectives of the subject! course, Educational objectives are the broad goals that the subject/course expects to achieve, and defining in general terms the knowledge, skills and attitude that the teacher will help the students to attain. The objectives are stated from the point of view of the teacher such as: “to develop, to provide, to enhance, to inculeate, etc.” sourse objective, Since sajeueoue objectives are broadly stated, they do not provide detailed guide to be teachable and measureable. Leaning outcomes are stated as concrete active verbs such as: to demonstrate, to explain, to differentiate, to illustrate, ete. A good source of leaning outcomes statements is the taxonomy of educational objectives by Benjamin Bloom. f educational objectives is grouped into three (3): + Cognitive, also called knowledge, refers to mental skills ‘such as remembering, understanding, applying, analyzing, evaluating, synthesizing/creating. ‘+ PS¥chomotor, also referred to as skills, includes manual or Physical skills, which proceed from mental activities and(haplr1~ShitofEdvcaonal Focus rom Conta! Leaning Outcomes range from the simplest to the complex such as observing, imitating, practising, adapting and innovating, + Affective, also known as attitude, refers to growth in feelings 01 emotions from the simplest behavior to the most complex such as receiving, responding, valuing, organizing, and internalizing. 3. Drafting outcomes assessment procedure, This procedure will enable the teacher to determine the degree to which the students are attaining the desired learning outcomes, It identifies for every outcome the data that will be gathered which will guide the selection of the assessment tools to be used and at what point assessment will be done. 1.2. The Outcomes of Education ‘Outcomes-based education focuses classroom instruction on the skills and competencies that students must demonstrate when they exit. There ure two (2) types of outcomes: immediate and deferred outcomes. Sees ccompetencies/skills acquired .ipon completion of a subject, a le level, a segment of the program, or of the program itself. Examples: ‘© Ability to communicate in writing and speaking ‘Mathematical problem-solving skill Skill in identifying objects by using the different senses Ability to produce artistic or literary works Ability to do research and write the results Ability to present an investigative science project Skill in story-telling Promotion to a higher grade level Graduation from a program Passing a required licensure examination Initial job placement refer to the ability to apply cognitive, Psychemotor and affective skills/competencies in various situations of a subject; grade level or degree rogram. Examples: Success in professional practice or occupation * Promotion in a jobAssessnent oF Lavan Outcomes (Asessuent 1) Awards and recognition ‘* Success in career planning, health and wellness 1.3. Sample Educational Objectives and Learning Outcomes in Araling Panlipunan (K to 12) Educational Objectives Learning Outcomes 1. Pagbibigay sa mga mag- saral ng kaalaman at pang-unawa tungkol sa tao, kapaligiran at lipunan 1.1.Nailalarawan ang sariling buhay simula sa pagsilang hanggang sa kasalukuyang edad. 1.2.Nasasabi at naipapaliwanag ang mga alituntunin sa silid-aralan at sa paaralan, 1.3.Naiisa-isa ang mga tungkulin ng isang ‘mabuting mamamayan ‘sa pangangalaga ng apaligiran 2. Paglinang ng kakayahan nna magsagawa ng proyektong pangtahanan 2 pampamayarian (Payhametr objective 2.1 Nakakasulat ng sanaysay nna naglalarawan ng mga taong bumubuo ng sariling - pamilya, 2.2.Nakapagsasagawa ng panayam ng ilang mahahalagang pinuno ng sariling barangay at naisusulat ang mga nakalap na kaalaman, 3. Pagganyak sa mga ‘mageaaral upang maipamalas ang malalim na pagpapahalaga sa ela (Affective 3.1. Nakasusulat ng tula, awit o maikling kuwento tungkol sa kahalagahan ng kapaligiran. 3.2. Nakagagawa ng “video presentation” tungkol sa wastong pag-aalaga ng kapaligiran.(Captr | ~ Sit of EdvaonalFous am Contr eaing Ooms oe 1.4. Exercises A. The following staternents are incorrect. On the blank before each number, write the letter of the section which makes the statement wrong, and on the blank after each number, re-write the wrong section to make the statement correct. Because of knowledge explanation/ brought abut by a) ©) the use/of comme 2 education/the tac ceased ) to be the sole source of knowledge. —— 2 At present, / the teacher i th giver of knowledge! " by assisting/ in the organization of facts and © @ information. of focus/ in ingtruction, from outcomes ) © to content/ is known as Guisonsed- Based Education (OBE). ___ 4. A good source /of subject matter statement/ is Oo) ee Benjamin Bloom's/ Taxonomy of Educational tb Objectives. —— 5. Education comes/ from the Latin root/ “educare” or a o i: (b) (©) educere"/ which means “to pour in”.Asessuent oF Lames Ourcous (Asessuc 1) i, / the focus/ of instruction/ was learning —— 6 in oe tt fost of an i —— 7. “Pagbibigay sa mag-aaral ng kaalaman at pang-unawa/ & tungkol sa tao, kapalgiran at lipunan”/ is an example/ ) Si of learning outcomes. "o) — eer eenneceereers roe + ananeeSeesanESOP SEEDY —— & Ability to communicate/ in writing and speaking/ fa) (b) is an example/ of deferred outcome. © @ — ‘The content a the outcome! are the two! main elements Of the educative process. “Nailalrawan ang sailing bubay/ simula #4 passlang a hanggang sa kasalukuyang edad”/ is an example/ of educational objetve = (Chapter 1 Shit vation! Focus tom Contant Leung Oveones B. The following are educational objectives for the subject science (K to 12). For every educational objective, Elementary formulate twe learning outcomes: Educational Objectives Learning Outcomes T. To provide instruction that will enable the pupils to understand their immediate physical environment by using their senses, questioning, sharing ideas and identifying simple cause-and-effect _ relationships. (Cognitive objective) 1.1. The pupils ean 1.2.The pupils can 2. To equip the pupils with the skill to conduct guided investigation by following a series of steps that includes making and testing predictions, collecting and recording data, discovering patterns and suggesting possible explanations. (psycho-motor objective) 2.1. The pupils can 2.2. The pupils can 3. To encourage among the pupils a deep understanding and appreciation of the differences of the plant and animal groups found in the locality. 3.1. The pupils can 3.2. The pupils can _‘Assesovent oF Loam Ourcoves (ASSESSENT 1) A C. Differentiate each of the following pairs by explaining the meaning of each and giving examples for further clarification, 1. Educational Objective and Learning Outcome 3. Content and Learning Outcome i eee eee sie eeesanncanEP eee aeSOO ARPT 7O 4. Student-Centered Instruction and Content-Centered Instruetion 5. “to develop communication skills” and “can communicate orally and én writing”. MEASUREMENT, ASSESSMENT AND EVALUATION IN OUTCOMES-BASED EDUCATION With the change of focus in instruction came the need to redefine and clarify the terms used to determine the progress of students towards attainment of the desired leaning outcomes. These are measurement, evaluation and assessment. 2.1. Measurement Measurcmeat is the process of determining or describing the attributes or chardcteristics of physical objects generally in terms of . When we measure, we use some standard instrument to find out how long, heavy, hot, voluminous, cold, fast or straight some things are. Such instruments may be ruler, scale, the:mometer or pressure gauge. To measure is to apply a st measuring device to an object, group of objects, events or situations according to procedure determined by one who is skilled in the use of such device. Sometimes, we can measure physical quantities by combining directly measurable quantities to form derived ‘quantities. For example, to find the area of a rectangular piece of paper, we simply multiply the lengths of the sides of the paper. In the field of education, however, the quantities and qualities of interest are abstract, unseen and cannot be touched and so the measurement process becomes difficult; hence, the need to specify the learning outcomes to be measured. For instance, The same concept can 15-Assesenent oF Leave Outcoues{Assessuei 1) Measurements can therefore be hfe ID) or si |. In the example cited, testing produces objective measurements while expert ratings provide subjective measurements in the sense that repeated measurements of the same quantity or quality of interest will produce more or less the same outcome. For this reason many people prefer objective measurements over subjective ‘measurements whenever they are available, However, there are certain facets of the quantity or quality of interest that cannot ‘be successfully captured by objective procedures but which can tbe done by subjective methods e.g. aesthetic appeal of a product fof project of a student, student's performance in a drama, ete. It follows that it may be best to use both methods of assessment whenever the constraints of time and resources permit. Whether one uses an objective or subjective assessment procedure, the underlying principle in educational measurement is summarized by the following formula: Measurement of Quantity or Quality of Interest = True value plus random errot ich measurement cf the quantity of interest has two compotients: a true value of the quantity and a random error component. The objective in educational measurement is to estimate or approximate, as closely as possible, the true value of the quantity of interest. e.g. true knowledge of the subject matter. This is a tall order and one which will occupy most of our time in this particular course. Objective measurements are measurements that do not ae ol ee taking the measurement, the aa ‘measurement values:should be obtained when using an objective assessment procedure. In contrast, subjective measurements often differ from one assessor to the next even if the same quantity or uglty #s being measured. 2, Measuring Indicators, Variables and Factors ‘An educational variable (denoted by an English alphabet, like X) is a measureable characteristic of a student. Variables may be directly measureable as in X = age or X = height of a student However, many times, a variable cannot be directly measured like when ‘ve want to measure “class participation” of a student. For those variables where direct measurements are not feasible, we introduce the concept of indicators.Chapr 2- Messiaen, Assassment and Evaluation in Outcomes Based Eaton An indicator, 1, denotes the presence or absence of a measured characteristic, Thus: . ° [= Lif the characteristic is present = 0, if the characateristic is absent For the variable X= class participation, we can let 1, !, + 1, denote the participation of a student in n class recitations and let X = sum of the I’s divided by n recitations. Thus, if there were n = 10 rec’tations and the student participated in $ of these 10, then X = 5/10 or 50%. Indicators are the building blocks of educational taeasurement upon which all other forms of measurement are built. A group of indicators constitute a variable. A group of variables form a construct or a factor. The variables which form 4 factor correlate highly with each other but have low correlations with variabies in another group, Exampie: The following variables were measured in a battery of tests. XI = computational skills 4X2 = reading skills 23 = vocabulary X4 = logic and reasoning X5 = sequences and series X6 = manual dexterity These variables can be grouped as follows: Group 1: (XI, X4. XS) = mathematical ability Sactor Group 2 : (X2, x3) = language ability factor Group 3: (6) = psychomotor ability factor The first group is called a “mathematical ability” factor, the second group is called a “language ability” factor while the third group (with only one variable) is called a “psychomotor ability” factor. In educational measurement, we shall be concerned with indicators, variables and factors of interest in the field of education.Assessuent oF Lane Ovrcous (Asessvent t) Assessment is the process of uch evidences of learning can forms of dialogue record, journals, written work, portfolios, tests and other learning tasks. Assessment requires review of journal entries, written work, presentation, research papers, essays, story written, test results, ete Assessment results show the more permanent leaming and clearer picture of the student’s ability, Assessment of skill attainment is relatively easier than assessment of understanding and other mental ability. Skills can be practised and are readily demonstrable. Either the skill exists at a ceriain level or it doesn't, “Assessment of understanding is Much more compiex. We can assess a person's knowledge in a number of ways but we need to infer from certain indicators of understanding through written descriptions. Assessment of learning outcomes will be treated in a separate chapter. 2.3. Evaluation Evaluation originates from the rootword “value” and so when we evaluate, we expect our process to give information vegerding the worth, appropriateness, goodness, validity o1 legality of something for which a reliable measurement has been made. Objects of evaluation include instructional programs, school Projects, teachers, students, and educational goals. Examples include evaluating the “education for all” project of a school district, the comparative effectiveness of two remedial reading Programs, correlation between achievement test results and diagnostic test results, and attributes of an effective teacher.FEEGSEE GERrES a FEee lin EPSESES ae REESE ‘Chal 2~ Mesure, Assesment and Evaluation in Outcomes asad Education Evaluations are aften givided into two broad categorie formative and summative. The results of formative evaluation give opportunities to the proponents, learners and teachers how well the objectives of the program are being attained. Its main objective is to determine deficiencies so that the appropriate interventions can be done. Formative evaluation may also be used in analyzing learning materials, student leaming, and achievements and teacher effectivene: struments used to ta for summative evaluation are questionnaire, survey forms, interview/observation + guide and tesis. Summative evaluation is designed to deterinine the effectiveness of a program or activity based on its avowed Purposes, Scriven gave as techniques for summative evaluation: pretest-posttest with one group; pretest-posttest with experimental and control groups: one group descriptive analysis. The subject of evaluation is wider than assessment which focuses speciffcally on student learning outcomes. 2.4, Exercises A. Each of the following statements refers either to (a) ‘measurement, (b) assessment, or (c) evaluation, On the blank before each number write the letter corresponding to your answer: 1 Over-all goai is to provide information regarding the extent of attainment of student learning outcomes, Can help educators determine the success factors of academic programs and projects. Uses such instruments as ruler, scale or thermometer. Used to determine the distance of a location. Process designed ‘o aid educators make judgment and indicate solutions to academic situations.Assesuenr oF Lene Outcomes (ASSESSMEC 1) 6. Can determine skill attainment easier than attainment of understanding, 7. Process of gathering evidence of student competencies/skills over a period of time. 8, Results show the more permanent learning and clear picture of student's ability 9. Objects of study may be instructional programs, school projects, teachers, students or tests . results. 10. Usually expressed in quantities. B. List down three (3) activities or processes involved in each of the following: 1. Measurement (a) iz (), ©. ete 2, Assessment , ) gaia eee ©. 3. Evaluation Aechmea Cas te ©. C. Differentiate each of the following pairs; examples may be cited to further clarify the meaning. 1. Assessment and Evaluation 3. Mental skill and Manual skill |THE OUTCOMES OF STUDENT LEARNING 51. Panenaamesionineneascindont S The shift of focus in education from content to student earning outcomes has changed teachers’ instructional perspective. In the past, teachers were often heard about their concern to finish their subject matter before the end of the term. Maybe because of the number of their stedents or failure to clarify the desired learning outcomes, teacher’s concern for outcomes was secondary to the completion of the planned content for the subject. et oe cue as te pope What competencies, knowledge or other characteristics should the graduates for passers possess? educational objectives. can...” and completing the statement by using whenever possible 3.2. The Three Types of Learning Believing that there were more than one (1) type of i sua:peychomotn refering fo mammal or plies. These terms were regarded as too technical by practicing teachers and so the donins were translated to sinplr tems commonly sed by teaches ). These domains are organized into categories or levels and aAsses oF Leva Oureowes (Asse 1) i 2 —— $$ | * To ensure that the learning outcomes are measurable, demenstrable and verifiable, the outcomes should be ; | tated 38 coneete and active verb ; ; 1e two most prominent of these are (a) changing the names in the six subdivisions from noun to verb and (b) slightly re-arranging the order. ra ~__|_ 33. DOMAIN I: Cognitive (Knowledge) +” jing Outec CategoriesiLevels Outcomes Verbs ee 14 recall define, describe, identify, ‘the multiplication of learned | label, match, list, name, | tables; match the word with } information dutline, recall, recognize, | the parts of the picture of a reproduce, select, state sewing machine 12 certo: distinguish, estimate, Explain in one's own words | ‘comprehending the explain, give example, the stages in the life oycle meaning, translation | interpret, paraphrase, of a buttery and interpretation of summarize the different geometric instructions; state a figures, j problem in one's own | word 13 using what | Apply, change, compute, | Use @ mathematical | was leamed in the construct, demonstrate, formula to solve an algebra ‘classroom into similar discover, modify, prepare, problem; prepare daily new sitations produce, show, solve menus for one week for a family of six 1.4 Analyzing: separating analjze, compare, contrast, | Observe a classroom and materials or concept isgram, differentiate, list down the things to be 1 into component oarts to | distinguish, illustrate, improved the 1 understand the whole * | outine, select parts of a tree i 1.5 Evaluating: judging the | Compare, conclude, Defend a research | value of an idea, object | criticize, eque, defend, | proposal, select the most | or material evaluate, relate, support, | elective soluton; a justify class cemonstration | 1.6 Creating: building a Categorize, combine, Compile personal records | structure or pattem; | compli, compose, devise, | and documents info a | putting parts together design, plan, organize, write a syllabus revise, rearrange, generate, | for a school subject modify | : ‘ Seface pee po Sree wm Chapter 3 ~The Oucomes of Sant Leaing 2 ‘A Analyzing Applying Understanding RememberingAssess oF Leon Ourcoues (ASsEssue 1) 4 f j 3.4, DOMAIN II: Psychomotor (Skills) | | Development of these skills requires constant practice in i accuracy and speed. Simpson contributed 7 categories, Dave 5 | categories and Harrow 6 categories. They have been reorganized and | simplified into 4 categories or levels. i a Learning Outcomes Categories/Levels Outcomes Verbs Ro j 2.1 Observing: active Walch, delect, distinguish, | Detect non-verbal | mental attention to a | differentiate, describe, ‘communication cues; watch | physical activity relate, select ‘a more experienced person; ‘observe and read directions i 22 Imitating: attempt begin, explain, move, Show understanding and | io copy a physical display, proceed, react, do sequence of steps with behavior state, volunteer assistance; recognize one's ‘imitations 23 Practising: performing | bend, calibrate, construct, | Operate quickly and a specific activity. differentiate, dismantle, accurately; display | repeatedly fasten, fix, grasp, competence while i ‘rir indie, measure, performing, performance is i mix, operate, manipulate, moving towards becoming 1 mend automatic and smooth. | 24 : fine tuning | organize, relax, shorten, Perform automaticaly; | the skil and making | sketch. writ, re-arrange, | construct a new scheme! | minor adjustments to design, ‘sequence; skill in attain perfection New situation; anew } foutine, develop a new programChap 3 ~The Outcomes of Sent Leaning Practising E‘Acsesgue oF Lens Outoones(ASSESOUENT 1) , Fy 3.5. DOMAIN III: Affective (Attitude) ‘The affective domain refers to the way in which we deal levels as the person progresses towards internalization in which the attitude or feeling consistently guides or controls a person's behavior. ‘ Learning Outcomes Categories/Levels Outcomes Verbs Seba 3.1 Receiving: being select, point to, sit, choose, | Listen to others with aware of sensitive to | describe, follow, hold, respect, try to remember something and being ‘identify, name, reply profile and facts wiling to listen or pay attention 3.2 Responding: showing | answer, assist, and, comply, | Participate in discussions, commitment to conform, discuss, greet, gives expertation; know the respond in some help, perform practice, read, | rules and practice them; measure to the idea or} recite, repor, tell, wite question concepts in order phenomenon to understand them well 3.3 Naluing: showing complete, demonstrate, Demonstrate belie in th wilingness to be differentiate, explain, follow, |. concept or process; perceived as valuing or | invite, join, just, propose, | ability to resove favoring certain ideas | report, share, study, perform 3.4 Organizing: arranging arrange, combine, complete, | Accept responsibilty, values into priorities, | adhere, alter, defend, recognize the need for creating @ unique explain, formulate, integrate, | balance between freedom value sysiem by organize, relate, synthesize | and responsible behavior, comparing, rotating and explain how to plan to synthesizing values salve problem; prioritize time effectively for family, work and personal fe problemsiconficts propose plan for improvement, inform management! ' supervisor on matters that need attentionChapt 3~ The Outcomes of Sunt Leung a 3 Learning Outcomes Categories/Levels Outcomes Verbs nee 35 Intemalizing: practicing | act, display, influence, "Show self-reliance when value system that conto | listen, discriminate, listen, group ‘one’s behavior; exhibiting | modify, perform, revise, re behavior tha is consisted | solve, verity ‘objectivity in problem- pervasive, predictable solving; revise judgment and characteristics of the in light of new evidences, person value people for what they are and not for how they look Internalizing Valuing Responding Receiving2B Exercises outcome belongs. ‘A. The following are examples of leaming outcomes; on the second column, write the domain in which each outcome is classified and on the third column the level /category to which the learning Domain Tevelategory | 1. Formulate @ procedure to follow in preparing for class demonstration 2. Formulates new program 3. Perform repeatedly with speed and accuracy 4. Listen to others with fespedt 5. Select the most effective among a number of solutions 6. Watch a more experienced performer 7. Know the rules and practice them 8. Show abiity o resolve problems/conficts 9. Apply learning principles in studying pupil behavior 410. Recite prices of commodities from memoryeee (Chapter 3~The Outomes of Suet Learing B. Using the indicated topic or subject matter, write learning outcomes for each of the 3 domains arranged from the simplest to the most complex level or category. 1.Cognitive: Topic - Investigative Project in Biological Science 1.1. Remembering 1.2. Understanding 1.3. Applying 1.4, Analyzing 7 1.5.Evaluating 1.6.Creating 2.Psychomotcr: Topic - Table Setting 2.1. Observing 2.2.1mitat 2.3. Practicing 2.4. Adupting 3. Affective: Topic - Developing and Nurturing Honesty 3.1 Receiving 3.2 Responding 3.3 Valuing 3.4 Organizing 3.5 Internalizing 29Craorer 4, 30 ASSESSING STUDENT LEARNING OUTCOMES 1 tee coe aT si re should be a clear statement on the kinds of learning that the institution values most for its students. e iis i ei alignment ensures clear, shared and aa. lementable objectives. ‘tse arse nota © approach is to design assessment activities which are observable and less abstract such as “to.determine the student's ability to write a paragraph” which is more observable than “to determine the student's verbal ee 7 ‘These are supporting student activities.2 os (Chapt 4 Assassin Scent Learing Outomes 42. Samples of Supporting Student Activities: SR: Seles oo ein irs from secondary sources as basis of a research topic. L.1.- practise differentiating source material and one’s opinion reading articles and formulating an original paragraph from quotes, paraphrases and summaries 1.3. writing of essays to develop the topic 1.4, integrating bibliographic entries in appropriate format Students apply principles of logical thinking and persuasive argument in writing. ee forming opi the topic 2.2. researching and writing about a variety of perspectives 2.3. adapting style to the ‘dentified audience 24. employing clear argument in writing Students write multiple page essays complying with standard format and style 3 ey evaluating texts 3.2. writing about a variety of perspectives on single topic 3.3. adapting tone and style to address one’s audience 3.4. reviewing grammar and essey format in readings 3.5. holding group discussion about various topics 3Assessunt or Lexa Outcoues (Assestuent 1) | ame Assessment should be cumulative because improvement is best achieved through a linked series of activities done over time in an instructional cycle. Institutional Program Subject ion =| [ee I> | objectives 7 aa ¢ Summative ¢ Assessment of| | 7 Desired Student Outcomes 7 Learning Outcomes [Mastery Learning] I Diagnostic ‘Assessment | Review/Reteach i Deciding on Lesson Focus Formaiive Assessraent 2 Outcomes SS eee Student Activities 4.3. The Outcomes.Assessment Phases in th(e.g. multiple choice, true/false, matching, simple recall). The advantage in using this type is that with it, although constructing a be difficult allow for student individuality and n although it may not cover an entire range of knowledge. : (e.g. reports, papers, research projects, reviews, etc.) This type allows learning in the process as well as in the The disadvantage is that plagiarism may occur and written work is difficult to quantify . Portfolios may either be longitudinal portfolio which contains reports, documents and professional activities or best-case/thematic portfolio which is specific to a certain topic or theme, rubric allows students to are either replicas or simulations of the kind of situation encountered by adult citizen, consumers or professionals, ‘© emphasis is on a — care : j «performance is rated in a range © include specific performance characteristics arranged in levels or degrees in which a standard has been met. Rubrics are of two major types: holistic and dimensional/ analytic | Holistic rubric uses criterion-based standards by providing descriptions of the different ‘evels of performance like: Most | Acceptable, Very Acceptable, Acceptable, Barely Acceptable and UnacceptableAssesavenr oF Louoone Ourcous (Asessuet 1) EXAMPLE OF HOLISTIC RUBRIC THAT MAKES USE OF CRITERION-BASED STANDARDS ASSESSING A RESEARCH REPORT “Assessment Seale Degree to which the report reflects the objectives of the research 2. Level of creativity 3, Clarity @._ Visual appeal 5. Level of effort SUB-TOTALS TOTAL: SCORING FROTOCOL: Most Acceptable: 20 and above Very Acceptable: 15-19 Acceptable: 10-14 Barely Acceptable: 5.9 Unacceptable: Below 5 Dimensional/analytical rubrit yields sub-scores for each dimension, as well as a cumulative score which is the sum, either weighted or unweighted. A dimensional rubric utilizes multiple indicators of quality for academic tasks that involve more than one level of skill or ability — |Chapter 4 Assessing Suen! Leaing Ooms 35 EXAMPLE OF DIMENSIONAL/ANALYTICAL RUBRIC Assessment of Report on the Analysis of Public Opinions on the Divorce Bill ‘Criteria Qualitative Assessment Scale ‘A. Clarity in defining the issueitopic Levels 0 to 3 B. Level of scholarly research done Levels 0 to 3 C. Aesthetic appeal of report Levels 0 to 3 II] ‘SUM: ‘Assessinent A. Clarity in Defining the Issue/To, ‘3 The issue was explained in the introductory paragraph, 2 The issue/topic was mentioned in the introductory paragraph but was not clearly explained, 1. The issueltopic was mentioned in the introductory paragraph but was not clealy explained, 0 The issuetopic was not mentioned at all B. Levels of Scholarly Research = [3 The report lied diferent sources of opinion propery analyzed. ———— 2 The report cited different sources. of opinion but not analyzed, ———1 The report cited only one or 2 sources of opinions without analysis. 0 The report did not indicate sources and there was no analysis, C. Aesthetic Appeal 3” “The report is well witen without errors in grammar and Syntax. 2 The report is well written with lapses in grammar and syntax. 1 The report is writen in incomplete and incoherent sentences. 0. The report is only in outline form: SCORING PROTOCOL: Most Acceptable: 7 and above 2 Partially Acceptable: 4.6 . Unacceptable: Below 4Asses oF Lane Outcomes (Asses 1) 6.6. Competencies/skills Assessment from Beginner to Proficiency Level . Skills acquisition undergoes phases from beginner to proficiency level. This may be illustrated in assessing cognitive and psycho-motor skills as demonstrated in the combination of “An adaptation of the Motor Skills Acquisition” by Patricia Benner applied to the “Assesment of Critical Thinking and of ‘Technological Skills” by Hemon and Dugan. EXAMPLES OF COMPETENCY/SKILLS ASSESSMENT (Adapted from Peter Hernon and Robert Dugan, and Patricia Benner) COMPETENCY: CRITICAL THINKING Student's name Date Subject Title — Course: Students must be able to think critically by performing specific cognitive tasks. r Not | Not | Beginner | Capable | Competent Applicable Evident| 1. REMEMBERING. OF OF Q 0 0) oF ocals omen Recalls Recalls most | Recalls all and details some ‘content and | significant content and | details content and details but | accurately | details ac- = not always curately b) Identifies 0 0 Q Q QO ; classification, ‘dentiies | Identifies | Identifies principles, some most significant methologies and assi- lassif- Cassif- theories cations, cations, cations, Principles | principles, | principles, ethologies | methologies | methologies and theories | and theories | and theories ) Restates main oO- 1 0 0 0 0 ideas, concepts Restates | Restates | Restates and principles main ideas, | main ideas, | main ideas, concepts | concepts’ | concepts . and and and principles | principles. | principles with difficulty | with minimal | clearly and assistance | accuratelybt ia 7 Not] Not | Boginner | Capable | Competent Applicable | Evident +] 2. UNDERSTANDING 0 0 0) Q) () 4) Explains ideas, Explains Explains Explains concepts and ideas, ideas, ideas, Principles concepts and] concepts and | concepts and Principles | principles _| principles with limited | with some | with accuracy accuracy and] accuracy | and relevant imelevant | and relevant | examples examples | examples b) Contextualizes 0 0 Q 0 () ideas, concepts Coniexuaizes Conientuaizes and principles ‘ideas, concepts| ideas, concept| ideas, concepts ‘and principles | and principles | and principles wih dicaty | with minimal | wit ease | OBECTIVE ] ew nuwBers | No.) % 1. Knowiedge | Mentiy subjectverd | taste | 5 | 1e67% 2. Comprehension | Forming appropriate | 2,46,8,10 3 | 1667% ver forms 3 pplication | Determining subject | 187817, | 8 | T8BT% and predicate 19 Tas Formulating Tues T2618 | 6a on agrooment 20 5 Synthess? | Wtng of serianoes | Pan 1 Onis] 3557% Evaluation —_| observing rules on subjct-vero agreement t Toa 0] In the table of specifications we see that there are five items that'deal with knowledge and these items are items 1,3,5,7,9. Similarly, from the same table we see that five items represent synthesis, namely: 12, 14, 16, 18, 20. The first four levels of Bloom's taxonomy are equally represented in the test while application (tested through essay) is weighted equivalent to ten (10) points or double the weight given to any of the first four levels, i ‘ec Rope est As act, eng test that will be constructed by the teacher will be more or less comprehensive. Without the table of specifications, the tendency for the test maker is to focus too much on facts and concepts at the knowledge level,(Chapter - Deven of are Assessrant Tc: Knodgc ar Rensoning Perea one a 5 es Constructing the test items. 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) knowledge level items to be included in the final test form, then at least ten (10) knowledge level items should be included inthe draft. The subsequent test ty-out and item items in the draft (either they are Sine ifficult, too easy or non- discriminatory), lence, it will be necessary to construct more items than will actually be included in the final test form. bode ) 1: and So on. A student who knows nothig of the content of the examination would have 50% chance of getting the correct answer by sheer guess work. Although correction-for-guessing foac| ‘onus exis itis best hat the eaher ensures that tefl ve : ene eae Ise test can ims offset the effect of guessing by requiring students to explain their answer and to disregard a correct answer if the explanation be is incereet. Here are some rules of thumb in constructing true- false items ent [the Ce ig ules eto Ee Example. The Philippines gained its independence in al 1898 and therefore celebrated its centennial year in 2000. _ : Obviously, the answer is FALSE because 100 ke years from 1898 is not 2000 but 1998. at Rule 2. Avoid using the words “always”, “never”,Assessvent oF Lee Outcoues (Assan 1) ee anne eee Example: Christmas always falls on a Sunday because it is a Sabbath day. Statements that use the word “always” are almost always false, A test-wise student can casily guess his way through a test like these and get high scores even if he does not know anything about the test. Example: Tests need to be valid, reliable and useful, although, it would require a great amount of time and effort to ensure that tests possess these test characteristics. Notice that the statement is true. However, we are also not sure which part of the sentence is deemed truc by the student. It is just fortunate that in this case, all parts of the sentence are true and hence, the entire sentence is true. The following example illustrates what can go wrong in long sentences: Example: Tests need to be valid, reliable and useful since it takes very little amount of time, money and effort to construct tests with these characteristics. The first part of the sentence is true but the second part is debatable and may , in fact, be false. Thus, a “true” response is correct and also, a “false” response is correct. student who does not know the subject matter may detect this strategy and thus get the answer correctly Example: True or False. The Principle of our school is Mr. Albert P, Panadero. “The Principal's name may actually be correct but since the word is misspelled and the entire sentence takes a different meaning, the answer wouldChap ~Omrcpent ot Vared Assessment To: Knowle and Restoring Sa eee een ae be false! This is an example of a tricky but utterly useless item. textbooks. This practice sends the wrong signal to the students that it is necessary to memorize the textbook word for word and thus, acquisition of higher level thinking skills is not given due importance. Students ee aes ‘arn that strongly worded statements are ‘more likely to be false than true, for example, statements with “never” “no” “all” or “always.” Moderately worded Statements are more likely to be true than false. Statements with “many” “often” “sometimes” “generally” “frequently” or “some” should be avoided, Rule 7. With true or false questions, avoid a grossly cre tr n oes fea eae 5.4, Multiple Choice Tests | ‘A generalization of the true-false test th multiple choice Each item in a multiple choice test consists of two parts: (a) the stem, and (b) the options, In the set of options, there is a option while all the others are considered “distracters”. It is this feature of order thinking kil even if he options ae clearly sated. Asin true-false items, there are certain rules of thumb to be followed in constructing multiple choice tests.Assesaer oF Leamans Ourcones (Assessnent 1) a p ability Of the item to discriminate or its level of difficulty should stem from the subject matter rather than from the wording of the question. Example: What would be the system reliability of a computer system whose slave and peripherals are connected in parallel circuits and each one has a known time to failure probability of 0.05? + A-student completely unfamiliar with the terms “slave” and “peripherals"may not be able to answer correctly even if he knew the subject matter of reliability. Example: Much of the process of photosynthesis takes place in the: a. bark b. leat stem The qualifier “much” is vague and could have been replaced by more specific qualifiers like:" 90% of the Photosynthetic process” or some similar phrase that would be more precise. comprehension difficulties. Example: (Poor) As President of the Republic of the Philippines, Corazon Cejuangeo Aquino would stand next to which President of the Philippine Republic subsequent to the 1986 EDSA Revolution? (etter) Who was the President of the Philippines after Corazon C, Aquino?(Shaper 5 ~ Daven of VafedAssssmant To: Knowledge and Reasoing grammatical constriction, Example: (Poor) Which of the following will not cause inflati Philippine economy? (Better) Which of the following will cause inflation in the Philippine economy? Poor: What docs the statement “Development pattems acquired during the formative years are NOT Unchangeable” imply’? & B. c. D. Better: What docs the statement “Development pattems acquired during the formative years are changeable” imply? A in the B c D. 2. Example: The short story: May Day's Eve, was written by which Filipino author? a, Jose Garcia Villa b. Nick Joaquin ¢. Genoveva Eidrosa Matute 4. Robert Frost . Edgar Allan Poe If distracters had all been Filipino authors, the value of the item would be greatly increased, In this particular instance, only the first three carry the burden of the entire item since the last two cau be essentially disregarded by the students,Assesawew oF Levan Ovrcoues (Aesessien t) — ee 7) All multiple choice options should be grammatically correctness of the answer: The following is an example of thi tise rule: Example: If the three angles of two triangles are congruent, then the triangles are: 4. congruent whenever one of the sides of the triangles are congruent b. similar © equiangular and therefore, must also be congruent 4. equilateral if they are equiangular The correct choice, “b,” may be obvious from its ‘ength and” explicitness alone. The other choices are long and tend to explain why they must be the correct choices forcing the students to think that they are, in fact, not the correct answers! 2) i te ttl hae anh a "aceon Example: What causes ice to transform from solid state to liquid state? @. Change in temperature . Changes in pressure © Change in the chemical composition 4. Change in heat levels ly the same. Thus, a student who spots these identical choices would right away narrow down the field of choices toa, b, and ¢. The last distracter would play no significant role in increasing the value of the item.STS Chaplet 5 ~Devlpmen of Vased Assessment Tacs: Knowledge and Reasoning | The item's value is perticularly damaged if the unnecessary material is designed to aistract or mislead. Such items test the student's reading comprehension rather than knowledge of the subject ‘matter Example: The side opposite the thirty degree angle in a right triangle is equal to half the length of the hypotenuse. If the sine of a 30-degree is 0.5 and its hypotenuse is ‘5, what is the length of the side opposite the 30-degree angle? 22s b.3.s 6.55 ds The sine of a 30-degree angle is really quite unrecessary since the first sentence already gives the method for finding the length of the side opposite the thirty-degree angle. This is a case of a teacher who wants to make sure thet no student in his class gets the wrong answer! Note in the previous example, knowledge of the sine of the 30-degree angle would have led some students to use the sine formula for calculation even if a simpler approach would have sufficed. 15) Avoid exireme specrficty requirements. in responses ‘ee oT‘hen choice of the “best” response is intendeds “none of the above” is not ‘appropriate, since the implication has already been made ‘that the correct response may be partially inaccurate. In a multiple option item, (allowing ‘only one option choice) if a student only knew that two (2) ‘options were correct, he could then deduce the correctness of “all of the above". This assumes you are allowed only ‘one correct choice. g z (Less Homogeneous) Thailand is located in: a."Southeast Asia b. Easter Europe . South America 4. East Africa ©. Central America (More Homogeneous) Thailand is located next to: 4. Laos and Kampuchea b. India and China . China and Malaya 4. Laos and China . India and Malaya(Chepar5- Developm of Va Assessment Tous: Krowege and Reasoning a 5.5. Matching Type and Supply Type Items ‘The matching type items may be considered as modified ‘multiple choice type items where the choices progressively ‘educe as one sucesflly matches the items onthe Left with Example: Match the items in column A with the items in column B, A B __1. Magellan a. First President of the Republic 2. Mab b. National Hero __3. Rizal ¢. Discovered the Philippines __4. Lapu-Lapu 4. Brain of Katipunan __5. Aguinaldo ¢. The great painter f. Defended Limasawa island {ype items, unfortunately, often test lower order thinking skills 7 A variant of the matching type items is the data sufficiency and comparison type of tes illustrated below: Example: Write G if the item on the left is greater than the item on the right; L if the item on the left is less than the item on the right; E if the item on the left equals the ite:n on the right and D if the relationship cannot be determined. A B 1. Square root of 9 a3 2. Square of 25 ae 3. 36 inches ¢.3 meters 4.4 feet 4. 48 inches 5.1 kilogram 1 pound The data sufficiency test above can, if properly constructed, test higher order thinking skills. Each item goes beyond simple recall of facts and, in fact, requires the students to make decisions. Another useful device for testing lower order thinking skills is the supply type Of tests: Like the multiple choice test, theAssssuent oF Leone Ourcous (Asessuea 1) : The study of life and living organisms is Supply type tests depend heavily on the way that the stems are constructed. These tests allow for one and only one answer and, hence, often Itis , however, possible to construct supply type of tests that will test higher order thinking as the following example shows: Example: Write an appropriate synonym for each of the following. Each blank corresponds to a letter: Metamorphose: _ Flourish: _ The appropriate synonym for the first is CHANGE with six(6) letters while the appropriate synonym for the second is GROW with four (4) letters, Notice that these questions’ require not only mere recall of words but also understanding of these words. tests, students are required to write one or more paragraphs on a specific topic, Essay questions can be used to measure attainment of a varity of objectives. Steklein (1988) has listed 1 ypes of 1. Comparisons between two or more things 2. The development and defense of an opinion 3. Questions of cause and effect 4, Explanations of meanings 5. Summarizing of information in a designated area 6. Analysis, 7. Knowledge of relationships‘Captor 5 - Developmen. Varied Assessment Ts: Knowledge and Reasoning 8. Illustrations of rules, princi applications 9. Applications of rules, laws, and principles to new situations 10, Criticisms of the adequacy, relevance, or correctness ‘of a concept, idea, or information 11, Formulation of new questions and problems 12, Reorganization of facts 13. Diseriminations between objects, concepts, or events 14. Inferential thinking les, procedures, and Example: Write an essay on the topic: “Plant Photosynthesis’ Using the followirg keywords and phrases: chlorophyll, sunlight, water, carbon dioxide, oxygen, by-product, stomata, Note that the students are properly guided in terms of the keywords that the teacher is looking for * in this essay examination. An essay such as the one given below will get a score of zero (0). Why? Plant Photosynthesis Nature has its own way of ensuring the balance between food producer and consumers. Plants are considered producers of food for animals, Plants produce food for animals through a process called photosynthesis. It is a complex process that combines various natural elements on earth into the final product which animals can consume in order to survive. Naturally, we all need to protect plants so that we will continue 0 have food on cur table. We should discourage burning of grasses, cutting of trees and. illegal logging. If the leaves of plants are destroyed, they cannot perform photosynthesis and animals will also perish.62 ‘Assessuent oF Les Ourcous (Assen 1) a This rule allows the students to focus on relevant and substantive materials rather than on peripheral and unnecessary facts and bits of information. Example: Write an essay on the topic: “Plant Photosynthesis” using the keywords indicated. You will be graded according to the following criteria: (a) coherence, (b) accuracy of statements, (c) use of keywords, (d) clarity and (e) entra points for innovative presentation of ideas. i This procedure also helps offset the in grading. When all of the answers on one paper are read together, the grader’s impression of the paper as a whole is apt to influence the grades:he assigns to the individual answers. Grading question by question, of course, prevents the formation of this overall impression of a student’s paper. Each answer is more apt to be judged on its own merits when it is read and cothpared with other answers to the same question, than when it is read and compared with other answers by the same student. | . Answers to ‘essay questions should be evaluated in terms of what is written, not in terms of what is known about the writers from other contacts with them. The best way ee(Chapa Deven of Vare Assossnrt Tc: Krwledge and Reasoning ———— This can be done sy having the students write their names on the back of the Paper or by using code numbers in place of names. le _ er tees Saas Ithough this may not be a feasible practice for routine classroom testing, it might be doue periodically with a fellow teacher (one who is equally competent in the area). Obtaining two or more independent ratings becomes especially vital where the results are to be used for important and irreversible decisions, such as in the selection of students for further training or for special awards, Here the pooled ratings of several competent persons may be needed to attain level of reliability that is commensurate with the Significance of the decision being made. Some teachers use the cumulative criteria ic. adding the weights given to each criterion, as basis for grading while others use the reverse. In the =a 63Ascessuent oF Leaman Ourooves (Assessucr 1) 5.7, Exercises Let's have som> mental exercises to test your understanding. EXERCISE | A. Give an example to illustrate each of the following rules of “thumb in the construction of a true-false test: 1. Avoid giving hints in the body of the question. 2. Avoid using the words “always”, “never” and other such adverbs which tend to be always true or always false. * 3. Avoid long sentences which tend to be true. Keep sentences short. 4. Avoid a systematic pattern for true and false statements, 5. Avoid ambiguous sentences which can be interpreted as true and at the same time false. 3B. Give an example to illustrate each of the following rules of thumb in the construction of multiple choice tests: 1. Phrase the stem to allow for only one correct or best answer. 2. Avoid giving away the answer in the stem, Choose distracters appropriately. 4. Choose distracters so that they are all equally plausible atid attractive. 5. Phrase questions so that they will test higher order thinking skills. 6. Do not ask subjective questions or opinions for which there are no right or wrong answers,hapa -Donpn Aten Tk rode Reig : ———$______ 65 EXERCISE II A. Construct a 10-item matching type test on the topic: “Plant Photosynthesis” B. Construct a 10-item supply type test on the topic: “The discovery of the Philippines” C. Justify each rule used in constructing an essay type of test. )- Construct « 10-item data sufficiency test. E. In a 100-item test, what types of objective tests will you include? Justify your answer, F. In the sample essay “Plant Photosynthesis” given in this section, why would you give a zero (0) score to the student writing this essay? Justify your answer. G. Give an example of a supply type of test that will measure higher order thinking skills (beyond mere recall of facts and information.) H. In what sense is a matching type test a variant of a multiple choice type of test? Justify your answer, 1. In what sense is a supply type of a test considered a variant of multiple choice type of test? (Hint: In supply type, the choices aze not explicitly given). Does this make the supply type of test more difficult than closed multiple choice type of test? How? *Coarrer ITEM ANALYSIS AND VALIDATION - Introduction ‘The teacher normally prepares a draft of the test. Such a draft is subjected to item analysis and validation in order to ensure that the final version of the test would be useful and functional. First, the teacher tries out the draft test to a group of students of similar characteristics as the intended test takers (try-out phase). From the try-out group, cach item will be analyzed in terms of its ability to discriminate between those whe know and those who do not know and also its levei of difficulty (item analysis phase). The item analysis will provide information that will allow the teacher to decide whether to revise or replace an item (item revision phase). Then, finally, the final draft of the test is subjected to validation if the intent is to make use of the test as a standard test for the particular unit or grading period. We shall be concerned with these concepts in this Chapter. 6.1. Ttem Analysis ‘There are two important characteristics of an item that will be of interest io the teacher. These are: (a) item difficulty, and () discrimination index. We shall learn how to measure these characteristics aud apply our knowledge in making a decision about the item in question. The difficulty of an item or item difficulty is defined as the number of students who are able to answer the item correctly divided by the total number of students. Thus:(Chapler6 -tam rai an Viton, se The item difficulty is usually expressed in percentage. Example: What is the item difficulty index of an item if 25 students are unable to answer it correctly while 75 answered it correctly? Hére, the total number of students is 100 , hence, the item difficulty index is 75/100 or 75%. One problen with this type of difficulty index is that it may not actually indicate that the item is difficult ( or easy). A student who does not know the subject matter will naturally be unable to answer the item correctly even if the question is easy. How do we decide on the basis of this index whether the item is too difficult or too easy? The following arbitrary rule is often used in the literature : =o, Difficult items tend to discriminate between those who’ know and ‘those who do not know the answer. Conversely, easy items cannot discriminate between these two groups of students. We are therefore interesjed in deriving a measure that will tell us whether an item can discriminate between these two groups of students, Such a measure is called an index of discrimination, ‘An easy way \o derive such a mieasure is to meusure how difficult an item is with respect to those in the upper 25% of the class and how difficult it is with respect to those in the lower 25% of the class. If the upper 25% of the class found the item easy yet the lower 25% found it difficult, then the item can discriminate properly between these two groups. Thus: or8 ‘Assesent oF Lame Outcoes (Assessnen 1) Index of discrimination = DU ~ DL . Example: Obtain the index of discrimination of an item if the upper 25% of the class had a difficulty index of 0.60 (i.e. 60% of the upper 25% got the correct answer) while the lower 25% of the class had a difficulty index of 0.20. 60 while DL = 0.20, thus index of discrimination = 40. ‘Theoretically, the index of discrimination can range from -1.0 (when and DL = 1) to 1.0 ( when DU = 1 and DL =0). When the index of discrimination is equal to -1, then this means that all of the lower 25% of the students got the correct answer while all of the upper 25% got the wrong answer. In a sense, such an index discriminates correctly between the two groups but the item itself is highly questionable. Why should the bright ones get the wrong answer and the poor ones get the right answer? On the other hand, if the index of discrimination is 1.0, then this means that all of the lower 25% failed to get the correct answer while all of the upper 25% got the correct answet. This is a perfectly discriminating item and is the ideal item that should be included in the test. From these discussions, let us agree to discard or revise all items that have negative discrimination index for although they discriminate correctly between the upper and lower 25% of the class, the content of the item itsclf may be highly dubious. As in the case of the index of difficulty, ‘we have the following rule of thumb: -1.0~ -50 Can discriminate Discard but item is questionable 55- 04S Non-discriminating Revise 0.46 - 1.0 Discriminating item Include Example: Consider a multiple choice type of test of which the following data were obtained: Item Options A Be CoD 1 0 40 30-20. Total 0 15 50 Upper 25% 0 5 10 5 Lower 25%(Chapt ~ tam Anyi ad Vlaton SSR ee ee ee The correct response is B. Let us compute the difficulty index and index of discrimination: Difficulty Index = no, of students getting correct responsertotal = 40/100 = 40%, within range of a “good item* ‘The discrimination index can similarly be computed: DU = no. of students in upper 25% with correct responseino. of students in the upper 25% = 18/20 = 75 oF 75% DL = no, of students in lower 75% with correct response! no. of students in the lower 25% 5/20 = 25 or 25% Discrimination Index = DU ~ DL = .75- 25 = .50 of 50%. . ‘Thus, the item also has a “good discriminating power”. It is also instructive to note that the distracter A is not an effective distracter since this was never selected by the students. Distracters C and D uppear to have good appeal as distracters. The Michigan State University Measurement and Evaluation Department reports a number of item statistics which aid in evaluating the effectiveness of an itent. The first of these is the index of difficulty which MSU (hetp/vww.msu.edu/dept/) defines as the proportion of the total group who got the item wrong. “Thus a high index indicates a difficult item and a low index indicates an easy item. Some item analysts prefer an index of difficulty which is the proportion of the total group who got an item right. This index may be obtained by marking the PROPORTION RIGHT option on the item analysis header sheet. Whichever index is selected is shown as the INDEX OF DIFFICULTY onthe stem analyte prntour, Fer classroom achievement tests, most test constructors desire items with indices of difficulty no lower than 20 nor higher than 80, with an average index of difficulty from 30 or 40 to a maximum of 60. The INDEX OF DISCRIMINATION is the difference between the proportion of the upper group who got an item right and the proportion of the lower group who got the item right. This index is70 Assesswayr oF Lexauns Ourcous (ASESSu04 1) dependent upon the difficulty of an item, It may reach a maximum Value of 100 for an item with an index of difficulty of 50, that is, when 100% of the upper group and none of the lower group answer the item correctly. For items of less than or greater than 50 difficulty, the index of discrimination has a maximum value of less than 100. Interpreting the Index of Discrimination document contains a more detailed discussion of the index of discrimination.” (httpi/wwwmsuedu/dept). ‘More Sophisticated Discrimination Index ‘tem discrimination refers to the ability of an item to differentiate among students on the basis of how well they know the material being tested. Various hand calculation procedures have traditionally been used to compare item responses to total test scores using high and low scoring groups of students. Computerized analyses provide more accurate assessment of the discrimination power of items because they take into account responses of all students rather than just high and low scoring groups. The item discrimination index provided by ScorePak® is a Pearson Product Moment correlation between student responses to a particular item and total scores on all other items on the test. This index is the equivalent of a point-biserial coefficient in this application. It provides an estimate of the degree to which an individual item is measuring the same thing as the rest of the items. Because the an item and the test as a whole © measuring a unitary ability or attribute, values of the coefficient will tend to be lower for tests measuring a wide range of content areas than for more homogeneous tests. Item discrimination indices must always be interpreted in the context of the type of test which is being analyzed. Items with low discrimination indices are often ambiguously worded and should be examined. Items with negative indices should be examined to determine why a negative value was obtained. For example, a negative value may indicate that the item was mis-keyed,"so that students who knew the material tended to choose an unkeyed, but correct, response option. In practice, values of thediscrimination Chapter 6 hr Anas ane Valitaton at a index will seldom exceed .50 because of the differing shapes of item and total score distributions. ScorePak® classifies item discrimination as “goo if the index is above 30; “fair” if it is between .10 and.30; and “poor” if it is below .10. * tables presented for the levels of difficulty and discrimination there is a little area of intersection where the two indices will coincide (between 0.56 0 0.67) which represent the good items in a test. (Source: Office of Educational Assessment, Washington DC, USA ‘itp://www.washington.edwoea/services/scanning_scoring/scoring/ item_analysis.html) At the end of the Item Analysis report, test items are listed according their degrees of difficulty (easy, medium, hard) and discrimination (good, fair, poor). hese distributions provide a quick overview of the test, and can be used to identify items which are not performing well and which can perliaps be improved or discarded. NR, 1. The difficulty of the item 2. The discriminating power of the item 3. The effectiveness of each alternative 1. It provides useful information for class discussion of the test It provides data whicn helps students improve their leaming. It provides ighis and skills that lead to the preparation of bettcr tesis in the future, Ru+Re x 100 The number in the upper group who answered the item correctly. ‘The number in the lower group who answered the item correctly. The total number who tried the item. n