ASSESMENT

OF
LEARNING
1 and 2
What is TEST?
• INSTRUMENT
• COMPRISED OF ITEMS
What is MEASUREMENT?
• QUANTIFYING THE DEGREE
• ASSIGNING OF NUMBERS and
RESULT OF A TEST
• AWARDING POINTS, ESSAY OR
PERFORMANCE
What is ASSESSMENT?
ASSESSMENT AS A PRODUCT
• INSTRUMENT (e.g. set of questions
or tasks)
ASSESSMENT AS A PROCESS
• COLLECTION, INTERPRETATION,
and USE OF QUALITATIVE and
QUANTITATIVE
• PRE- REQUISITE TO EVALUATION
and PROVIDE INFORMATION
What is EVALUATION?
• MAKING JUDGMENTS
• JUDGE WORTH OR VALUE
• JUDGMENT ABOUT
DESIRABILITY
 ASSESSMENT FOR LEARNING
1.PLACEMENT
- PRIOR to or BEFORE
- BASIS IN PLANNING FOR A RELEVANT
INSTRUCTION
PLACE STUDENTS IN SPECIFIC
LEARNING GROUPS
2. FORMATIVE
-DURING INSTRUCTION
-HOW WELL THE LEARNING OBJECTIVES
-ON-GOING FEEDBACK TO IMPROVE
THEIR LEARNING
-COMMUNICATED CLEARLY & PROMPLY
-STRENGTHS &WEAKNESSES
3. DIAGNOSTIC
-PRE-ASSESSMENT, PRIOR
KNOWLEDGE, & MISCONCEPTIONS
BEFORE INSTRUCTION
-WHAT STUDENTS ALREADY KNOW
AND DON’T KNOW YET
-DETERMINE STUDENTS’ RECURRING
OR PERSISTENT DIFFICULTIES
3. DIAGNOSTIC
-UNDERLYING CAUSES OF STUDENT’S
LEARNING PROBLEMS
-FORMULATE A PLAN
-REMEDIAL INSTRUCTIONS
ASSESSMENT OF LEARNING
SUMMATIVE ASSESSMENT
• AFTER
• EVALUATE STUDENTLS LEARNING AT THE
END
• BASES FOR GRADES
• COMMUNICATED TO THE STUDENTS,
PARENTS, AND OTHER STAKEHOLDERS
• POWERFUL FACTOR, EDUCATIONAL
REFORMS
ASSESSMENT AS LEARNING
• UNDERSTAND AND PERFORM
WELL THEIR ROLE OF ASSESSING
FOR and OF LEARNING
 EXERCISE
This is a type of assessment that develops and
supports student’s metacognitive skill,
eventually making them lifelong learners.
A. Assessment FOR learning
B. Assessment AS learning
C. Assessment OF learning
D. Assessment BY learning
 EXERCISE
This is a type of assessment that develops and
supports student’s metacognitive skill,
eventually making them lifelong learners.
A. Assessment FOR learning
B. Assessment AS learning
C. Assessment OF learning
D. Assessment BY learning
 EXERCISE
Joselito was given a module by his teacher for him to
catch up with the lessons he missed. The module includes
a series of objective-type test items after each lesson for
Joselito to check and monitor his progress as he moves to
the next lesson. What form of assessment is being applied
by the teacher?
A. Assessment FOR learning
B. Assessment AS learning
C. Assessment OF learning
D. Assessment BY learning
 EXERCISE
Joselito was given a module by his teacher for him to
catch up with the lessons he missed. The module includes
a series of objective-type test items after each lesson for
Joselito to check and monitor his progress as he moves to
the next lesson. What form of assessment is being applied
by the teacher?
A. Assessment FOR learning
B. Assessment AS learning
C. Assessment OF learning
D. Assessment BY learning
 EXERCISE
Teacher Victor is teaching how to compute the
volume of a pyramid. He checks whether his
students understand what he is teaching. What type
of assessment did Teacher Victor administer?
A. Diagnostic Assessment
B. Formative Assessment
C. Placement Assessment
D. Summative Assessment
 EXERCISE
Teacher Victor is teaching how to compute the
volume of a pyramid. He checks whether his
students understand what he is teaching. What type
of assessment did Teacher Victor administer?
A. Diagnostic Assessment
B. Formative Assessment
C. Placement Assessment
D. Summative Assessment
 EXERCISE
Which of the following situations is an example of diagnostic
assessment?
A. Teacher Dina who administered and achievement test to
Grade 6 students
B. Teacher Wendy who administered a quiz at the end of the
unit in Trigonometry
C. Teacher Ruben who administered a 20-item test to
determine specific concepts difficult to students
D. Teacher Gabby who required his students to do journal
writing after discussion on a news documentary
 EXERCISE
Which of the following situations is an example of diagnostic
assessment?
A. Teacher Dina who administered and achievement test to
Grade 6 students
B. Teacher Wendy who administered a quiz at the end of the
unit in Trigonometry
C. Teacher Ruben who administered a 20-item test to
determine specific concepts difficult to students
D. Teacher Gabby who required his students to do journal
writing after discussion on a news documentary
 EXERCISE
Mr. Velasquez administered an achievement test in
Mathematics. He is in the process of counting the scores
obtained by his students. This process is called
____________.
A. Assessment
B. Measurement
C. Evaluation
D. Testing
 EXERCISE
Mr. Velasquez administered an achievement test in
Mathematics. He is in the process of counting the scores
obtained by his students. This process is called
____________.
A. Assessment
B. Measurement
C. Evaluation
D. Testing
PRINCIPLES OF HIGH-QUALITY
CLASSROOM ASSESSMENT
PRINCIPLE 1: Clear and Appropriate
Learning Targets
•Clearly stated, specific, and
centers on what truly omportant.
Learning Targets (Mc Millan,2007; Stiggin, 2007)
KNOWLEDGE- Subject matter
REASONING- solve problems
SKILLS- ability to demonstrate
PRODUCTS- ability to create related to products
AFFECTIVE/DISPOSITIONS- attitudes, values. And
self-efficacy
PRINCIPLE 2: Appropriate Methods
Assessment Method
 Objective Objective Essay Performance Oral Observation Self- Report
Supply Selection Based Question

Short Multiple choice Restricted Presentation Oral Informal Attitude

Answer Response Papers
Projects Examination Formal Survey
Matching Athletics
True/False Extended Demonstrations Conferences Obtrusive Sociometric
Completion Response Exhibitions Devices
Test Portfolios Interviews Unobtrusive Questionnaires
Inventories
Types of Test According to Format
1. Selective type – provides choices for the
answer.
• Multiple Choice – consist of stem and
alternatives. Incorrect alternatives are
distracters
• True/False or Alternative Response –
“declarative statement”
• Matching Type – consist of two parallel columns
* Column A – the premises
* Column B – the responses
Types of Test According to Format
2. Supply Test
• Short Answer – uses direct
question

• Completion Test – incomplete

statement
Types of Test According to Format

3. Essay Test
• Restricted Response – restricting the
scope
• Extended Response – select any factual
information
Types of Test According to Format
Example of Extended-Response Essay Item:
• Explain the difference between S-R (Stimulus-
Response) and the S-O-R (Stimulus-Organism-
Response) theories of personality. Include in your
answer the following:
• a. Brief description of both theories
b. Supporters of both theories
c. Research methods used to study each of the
two theories (20 pts)
Types of Test According to Format
Example of Restricted-Type Essay Item:
• List three research methods used to
study the Stimulus-Response and the S-
O-R (Stimulus-Organism-Response)
theories of personality in 4 sentences
(10 pts).
Guidelines for constructing Test Items
When to use ESSAY Test:
• Group to be tested is small
• Test not to be used again
• Skill in writing
• Student’s attitude
• Critical and fair reader
Guidelines for constructing Test Items
When to use OBJECTIVE Test Items:
• Group to be tested is Large
• Test may be reused again
• Highly reliable test score
• Impartiality; Absolute Fairness and Freedom
• Critical and fair reader
SPECIFIC GUIDELINESS FOR CONSTRUCTING VARIOUS
ASSESSMENT TYPES (Selected Response Type)
A. True-False or Alternate Response
1. Do not give a hint in the body of the
question.
2. Avoid using the words “always”, “never”,
“often”, and other words that tend to be
either always true or always false.
3. Avoid long sentences as these tend to be
“true”. Keep sentences short.
SPECIFIC GUIDELINESS FOR CONSTRUCTING VARIOUS
ASSESSMENT TYPES
A. True-False or Alternate Response
4. Avoid tricky statements with some minor
misleading word or spelling anomaly,
misplaced phrases, etc. A wise student who
does not know the subject matter may
detect this strategy and this get the answer
correctly.
SPECIFIC GUIDELINESS FOR CONSTRUCTING VARIOUS
ASSESSMENT TYPES
A. True-False or Alternate Response
5. Avoid quoting verbatim from reference
materials or textbooks.
6. Avoid specific determiners or give-away
qualifiers
7. Avoid a grossly disproportionate number
of either true or false statements or
patterns
SPECIFIC GUIDELINESS FOR CONSTRUCTING VARIOUS
ASSESSMENT TYPES
A. True-False or Alternate Response
8. Avoid double negative as such
statements tend to be confusing.
SPECIFIC GUIDELINESS FOR CONSTRUCTING VARIOUS
ASSESSMENT TYPES
B. Multiple Choice Tests
1. Do not use unfamiliar words, terms and
phrases.
2. Do not use modifiers that are vague and
whose meanings can differ from one
person to the next such as: much, often,
usually, etc.
SPECIFIC GUIDELINESS FOR CONSTRUCTING VARIOUS
ASSESSMENT TYPES
B. Multiple Choice Tests
3. Avoid complex or awkward word
arrangements.
4. Distracters should be equally plausible
and attractive.
5. All choices should be grammatically
consistent with the stem.
SPECIFIC GUIDELINESS FOR CONSTRUCTING VARIOUS
ASSESSMENT TYPES
B. Multiple Choice Tests
6. Avoid stems that reveal the answer to
another item.
7. Avoid alternatives that are synonymous
with others or those that include or overlap
others.
SPECIFIC GUIDELINESS FOR CONSTRUCTING VARIOUS
ASSESSMENT TYPES
B. Multiple Choice Tests
8. Use “None of the above” and “All of
the above” SPARINGLY but best not use
them at all.
SPECIFIC GUIDELINESS FOR CONSTRUCTING VARIOUS
ASSESSMENT TYPES
C. Matching Type
1. Match homogenous items not
heterogenous items.
2. The stem (longer in construction than
the options) must be in the first column
while the options (usually shorter must
be in the 2nd column)
SPECIFIC GUIDELINESS FOR CONSTRUCTING VARIOUS
ASSESSMENT TYPES
C. Matching Type
3. The options must be more in number
than the stems.
4. Arrange the options alphabetically or
chronologically.
SPECIFIC GUIDELINESS FOR CONSTRUCTING VARIOUS
ASSESSMENT TYPES (Constructed-Response or Supply-
Test)
A. Completion Type of Test
1. Avoid open-ended item. There
should only one acceptable answer.
2. Avoid overmutilated sentences.
3. The blank should be at the end or
near the end of the sentence.
SPECIFIC GUIDELINESS FOR CONSTRUCTING VARIOUS
ASSESSMENT TYPES
(Constructed-Response or Supply-Test)
A. Completion Type of Test
1. Avoid open-ended item. There
should only one acceptable answer.
2. Avoid overmutilated sentences.
3. The blank should be at the end or
near the end of the sentence.
SPECIFIC GUIDELINESS FOR CONSTRUCTING VARIOUS
ASSESSMENT TYPES
(Constructed-Response or Supply-Test)
A. Completion Type of Test
4. The length of the blanks must not
suggest the answer. So better to make
the blanks uniform in size.
SPECIFIC GUIDELINESS FOR CONSTRUCTING VARIOUS
ASSESSMENT TYPES
(Constructed-Response or Supply-Test)
A. Completion Type of Test
4. The length of the blanks must not
suggest the answer. So better to make
the blanks uniform in size.
SPECIFIC GUIDELINESS FOR CONSTRUCTING VARIOUS
ASSESSMENT TYPES
(Constructed-Response or Supply-Test)
B. Essay Test
1. Specify how the students should
respond.
2. Decide on your essay grading system
prior to getting the essay of your
students and inform the criteria to be
used for grading them.
SPECIFIC GUIDELINESS FOR CONSTRUCTING VARIOUS
ASSESSMENT TYPES
(Constructed-Response or Supply-Test)
B. Essay Test
3. Put a time limit
4. Evaluate answers to essay questions
without knowing the identity of the writer.
5. Whenever possible, have two or more
persons grade each answer.
PRINCIPLE 3: Balanced Assessment
• A balanced assessment sets targets in all
domains of learning (cognitive, affective
and psychomotor) or domains of
intelligence (verbal-linguistic, logical-
mathematical, bodily-kinesthetic, visual-
spatial, musical-rhythmic, intrapersonal-
social, intrapersonal-introspection,
physical world-natural-existential-
spiritual)
• A balanced assessment makes use of
birth traditional and alternative
assessment so that imperfections of one
method are complemented by the
strengths of another method.
PRINCIPLE 4: Valid Assessment
VALIDITY
-the extent to which a test measures what it claims
to measure; appropriateness, meaningfulness, and
usefulness of the test.

Types of Validity:
1. CONTENT VALIDITY
2. CRITERION VALIDITY
3. CONSTRUCT VALIDITY
1. CONTENT VALIDITY
-the extent to which the measurement method
covers the entire range of relevant behaviors,
thoughts, and feelings that define the construct
being measured.
2 subtypes
a. Face Validity- “appears on the face” of a certain
test (e.g. format, spacing, etc.)
b. Curricular Validity- content matches the
objectives
2.CRITERION VALIDITY
-the extent to which people’s scores are correlated
with other variables or criteria that reflect the same
construct.
a. Predictive Validity- criterion is something that
will happen in the future
b. Concurrent Validity- criterion is something that
is happening or being assessed at the same time
as the construct of interest
3. CONSTRUCT VALIDITY
-the degree to which a test or other measure
assesses the underlying theoretical construct it is
supposed to measure.
a. Convergent Validity- consist of providing evidence
that two tests believed to measure closely related
skills or types of knowledge correlate strongly.
b. Discriminant Validity- consists of providing
evidence that two tests that do not measure
closely related skills or types of knowledge do not
correlate strongly.
PRINCIPLE 5: Reliable Assessment
Reliability
• refers to the extent to which an assessment method or instrument
measures consistently the performance of the student.
Method Type of Reliability Measure
1. Test-Retest Measure of Stability
2. Equivalent Forms Measure of Equivalence
• Parallel forms; closed time
interval
3. Test-retest with equivalent Measure of Stability and
forms Equivalence
• Parallel forms; increase time
interval
4. Split Half Measure of Internal
Consistency
5. Kuder-Richardson Measure of Internal
Consistency
EXERCISES
Which among the following shows an
alternate response test?
A.Essay Test
B.Matching Test
C. Standardized Test
D.True or False Test
EXERCISES
Which among the following shows an
alternate response test?
A.Essay Test
B.Matching Test
C. Standardized Test
D.True or False Test
EXERCISES
Which of the following types of objective
tests measures the greatest variety of
learning objectives?
A. Alternate response
B. Matching type
C. Multiple choice
D. Short-answer
EXERCISES
Which of the following types of objective
tests measures the greatest variety of
learning objectives?
A. Alternate response
B. Matching type
C. Multiple choice
D. Short-answer
PRINCIPLE 6: Fair Assessment
A fair assessment provides all students
with an equal opportunity to demonstrate
achievement. The key to fairness are as
follows:
• Students have knowledge of learning
targets and assessment.
• Students are given equal opportunity to
learn and succeed.
• Students possess the pre-requisite
knowledge and skills.
• Students are free from teacher
stereotypes
• Students are free from biased
assessment task and procedures.
PRINCIPLE 7: Practical and Efficient
Assessment
When assessing learning, the information
obtained should be worth the resources and
time required to obtain it. The factors to
consider are as follows:
• Teacher Familiarity with the Method. The
teacher should know the strengths and
weaknesses of the method and how to
use them
• Time Required. Time includes construction
and use of the instrument and the
interpretation of results.
• Complexity of the Administration. Directions
and procedures are clear and that little time
and effort is needed.
• Ease of Scoring. Use scoring procedures
appropriate to your method and purpose. The
easier the procedure, the more reliable the
assessment is.
• Ease of Interpretation. Interpretation is
easier if there was a plan on how to use
the results prior to assessment.
• Cost. Other things being equal, the less
expense used to gather information, the
better.
PRINCIPLE 8: Continuous and
Developmental Assessment
Activities Occurring PRIOR to Instruction
• Understanding students’ cultural
backgrounds, interests, skills and
abilities as they apply across a range of
learning domains and/or subject areas;
• Understanding students’ motivations
and their interests in specific class
content;
Activities Occurring PRIOR to Instruction
• Clarifying and articulating the
performance outcomes expected of
students; and
• Planning instruction for individuals or
group of students.
Activities Occurring DURING Instruction
• Monitoring student progress toward
instructional goals;
• Identifying gains and difficulties
students are experiencing in learning
and performing;
• Adjusting instruction;
Activities Occurring DURING Instruction
• Giving contingent, specific, and credible
praise and feedback;
• Motivating students to learn; and
• Judging the extent of student
attainment of instructional outcomes.
Activities Occurring AFTER Instruction
• Describing the extent to which each
student has attained both short-and
long-term instructional goals;
• Communicating strengths and
weaknesses based on assessment
results to students, and parents or
guardians;
Activities Occurring AFTER Instruction
• Recording and reporting assessment
results for school-level analysis,
evaluation, and decision-making;
• Analyzing assessment information
gathered before and during instruction
to understand each student’s progress
to date and to inform future
instructional planning;
Activities Occurring AFTER Instruction
• Evaluating the effectiveness of
instruction; and
• Evaluating the effectiveness of the
curriculum and materials in use.
PRINCIPLE 9: Authentic Assessment
TRADITIONAL ASSESSMENT AUTHENTIC ASSESSMENT
• PAPER-AND-PENCIL TESTS • NON-TRADITIONAL
• CONSTRUCTED-RESPONSE • PERFORMANCE
• DECONTEXTUALIZE • CONTEXTUALIZED
• DECLARATIVE • REAL –LIFE
• PROCEDURAL • HIGHER ORDER THINKING SKILLS
(HOTS)
• COMPLEMENTS TRADITIONAL
ASSESSMENT
Features of Authentic Assessment
• Meaningful performance task
• Clear standards and public criteria
• Quality products and performance
• Positive interaction between the
assessee and assessor
Features of Authentic Assessment
• Emphasis of metacognition and
self-evaluation
• Learning that transfers
PORTFOLIO ASSESSMENT
• COLLECTION
• PURPOSEFUL
• ALTERNATIVE TO PEN-AND-PAPER
OBJECTIVE TESTS
Reasons for Using Portfolio Assessment
(Burke, 1999)
• It tests what is really happening in
the classroom.
• It offers multiple indicators of
students’ progress.
• It gives the students the responsibility
of their own learning.
• It offers opportunities for students to
document reflections of their learning.
• It demonstrates what the students
know in ways that encompass their
personal learning styles and multiple
intelligences.
• It offers teachers new role in the
assessment process.
• It allows teachers to reflect on the
effectiveness of their instruction.
• It provides teachers freedom of gaining
insights into the student’s development
or achievement over a period of time.
Principles Underlying Portfolio Assessment
1. Content principle- suggests that
portfolios should reflect the subject
matter that is important for the
students to learn.
2. Learning principle- suggests that
portfolios should enable the students to
become active and thoughtful learners.
Principles Underlying Portfolio Assessment
3. Equity principle- explains that
portfolios should allow students to
demonstrate their learning styles and
multiple intelligences.
 CLASSES OF EVIDENCE OF
LEARNING PLACED PORTFOLIOS
• ARTIFACTS
• REPRODUCTIONS
• ATTESTATIONS
• PRODUCTIONS
 TYPES OF PORTFOLIOS

1. ASSESSMENT PORTFOLIO
2. DEVELOPMENT OF GROWTH
PORTFOLIO
3. BEST WORK/SHOWCASE/
DISPLAY PORTFOLIO
 RUBRICS
• It is a measuring instrument used
in rating performance-based
tasks.
Similarity of Rubric with Other
Scoring Instruments
Rubric is a modified checklist and rating
scale.
1. Checklist
• Presents the observed
characteristics of a desirable
performance or product.
Similarity of Rubric with Other
Scoring Instruments
Rubric is a modified checklist and rating
scale.
1. Checklist
• The rater check/s the trait/s that has
been observed in one’s performance
or product.
Similarity of Rubric with Other
Scoring Instruments
2. Rating Scale
• Measures the extent or degree to
which a trait has been satisfied by
one’s work or performance.
Similarity of Rubric with Other
Scoring Instruments
2. Rating Scale
• Offers an overall description of the
different levels of quality of a work
or a performance.
Similarity of Rubric with Other
Scoring Instruments
2. Rating Scale
• Uses 3 or more levels to describe the
work or performance although the
most common rating scales have 4 or
5 performance levels.
 TYPES OF RUBRICS
TYPE DESCRIPTION ADVANTAGE DISADVANTAGE
HOLISTIC - OVERALL QUALITY -FAST ASSESSMENT -DOES NOT
RUBRIC OF PERFORMANCE - PROVIDE ONE CLEARLY DESCRIBE
- ONLY ONE RATING SCORE TO DESCRIBE - DOES NOT
GIVEN OVERALL PERMIT
- INDICATE GENERAL DIFFERENTIAL
STRENGTHS AND WAIGHTING
WEAKNESSES
 TYPES OF RUBRICS
TYPE DESCRIPTION ADVANTAGE DISADVANTAGE
ANALYTIC - DESCRIBE THE -DEGREE OF - MORE TIME
RUBRICS QUALITY CRITERION SATISFIED CONSUMING
- IDENTIFIED - PERMITS - DIFFICULT TO
DIMENSION DIFFERENTIAL CONSTRUCT
- RATED WEIGHTING
INDEPENDENTLY - PINPOINT,
STRENGTHS and
WEAKNESSES
 TYPES OF RUBRICS
TYPE DESCRIPTION ADVANTAGE DISADVANTAGE
ANA- - COMBINES -SHOWS COMPLEXITY - MAY BE LONG
HOLISTIC FEATURES OF OF THE TASK WITH
RUBRICS HOLISTIC AND SEVERAL DIMENSIONS
ANALYTIC RUBRIC RATED PRACTICALLY
- USED FOR A USING APPROPRIATE
COMPLEX TASK FORMAT.
THAT REQUIRES
ASSESSMENT OF
BOTH PROCESS AND
PRODUCT.
 EXERCISE
Teacher Zoey requires his students to submit a
portfolio that shows the best literary compositions
from among all their finished works. What type of
portfolio is she requiring?
A. Working portfolio
B. Display portfolio
C. Documentation portfolio
D. Growth portfolio
 EXERCISE
Teacher Zoey requires his students to submit a
portfolio that shows the best literary compositions
from among all their finished works. What type of
portfolio is she requiring?
A. Working portfolio
B. Display portfolio (or Showcase portfolio)
C. Documentation portfolio
D. Growth portfolio
 EXERCISE
Among the portfolios below, which enables the
teacher to determine student’s mastery of the
curriculum objectives?
A. Showcase portfolio
B. Assessment portfolio
C. Evaluation portfolio
D. Process portfolio
 EXERCISE
Among the portfolios below, which enables the
teacher to determine student’s mastery of the
curriculum objectives?
A. Showcase portfolio
Assessment portfolio
C. Evaluation portfolio
D. Process portfolio
 EXERCISE
Teacher Fitch is rating an essay-type question.
What kind of scoring rubrics is BEST to use?
A. Holistic
B. Analytic
C. Either analytic or holistic
D. Both analytic and holistic
 EXERCISE
Teacher Fitch is rating an essay-type question.
What kind of scoring rubrics is BEST to use?
A. Holistic
B. Analytic
C. Either analytic or holistic
D. Both analytic and holistic
PRINCIPLE 10:
Transparent Assessment
• Assessment targets and standards should
be known to the assessees.
• Assessment results should be
communicated to important users.
• Assessment results should be
communicated to students through direct
interaction or regular ongoing feedback on
their progress.
PRINCIPLE 11:
Positive Assessment
• Assessment should have a positive
consequence to students, that is, it
should motivate them to learn and get
better.
• Assessment should have a positive
consequence on teachers, that is, it
should help them improve the
effectiveness of their instruction.
• Considering the imperfections of
assessment process due to errors that
the assessor may not have control of,
then its consequences should be
positive rather than negative.
PRINCIPLE 12:
Standards-based Assessment
• Standards define the quality of
knowledge and skills one should be
able to possess and be able to
demonstrate. It should then inform
assessment serving as a benchmark of
quality performance.
PRINCIPLE 13:
Ethical Assessment
• Teachers should free the students from
harmful consequences of misuse or
overuse of various assessment
procedures such as embarrassment or
intrusion to students’ right to
confidentiality of data.
• Teachers should be guided by laws and
policies that affect their classroom
assessment.
• Administrators and teachers should
understand that it is inappropriate to
use standardized student achievement
to measure teaching effectiveness.
Item Difficulty Level:
• The number of people who answer a particular test item correctly.

𝑻𝒉𝒆 𝒏𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝒔𝒕𝒖𝒅𝒆𝒏𝒕𝒔 𝒘𝒉𝒐 𝒂𝒏𝒔𝒘𝒆𝒓 𝒕𝒉𝒆 𝒊𝒕𝒆𝒎 𝒄𝒐𝒓𝒓𝒆𝒄𝒕𝒍𝒚

𝑫𝒊𝒇𝒇𝒊𝒄𝒖𝒍𝒕𝒚 𝑰𝒏𝒅𝒆𝒙 =
𝑻𝒐𝒕𝒂𝒍 𝒏𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝒔𝒕𝒖𝒅𝒆𝒏𝒕𝒔 𝒘𝒉𝒐 𝒂𝒏𝒔𝒘𝒆𝒓 𝒕𝒉𝒆 𝒊𝒕𝒆𝒎
Example: There are 50 students who answered item X, 30 of whom answered the
item correctly. What is the difficulty index?

𝑻𝒉𝒆 𝒏𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝒔𝒕𝒖𝒅𝒆𝒏𝒕𝒔 𝒘𝒉𝒐 𝒂𝒏𝒔𝒘𝒆𝒓 𝒕𝒉𝒆 𝒊𝒕𝒆𝒎 𝒄𝒐𝒓𝒓𝒆𝒄𝒕𝒍𝒚

𝑫𝒊𝒇𝒇𝒊𝒄𝒖𝒍𝒕𝒚 𝑰𝒏𝒅𝒆𝒙 =
𝑻𝒐𝒕𝒂𝒍 𝒏𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝒔𝒕𝒖𝒅𝒆𝒏𝒕𝒔 𝒘𝒉𝒐 𝒂𝒏𝒔𝒘𝒆𝒓 𝒕𝒉𝒆 𝒊𝒕𝒆𝒎
 Example: There are 50 students who answered item X, 30 of whom answered the
item correctly. What is the difficulty index?

𝑻𝒉𝒆 𝒏𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝒔𝒕𝒖𝒅𝒆𝒏𝒕𝒔 𝒘𝒉𝒐 𝒂𝒏𝒔𝒘𝒆𝒓 𝒕𝒉𝒆 𝒊𝒕𝒆𝒎 𝒄𝒐𝒓𝒓𝒆𝒄𝒕𝒍𝒚

𝑫𝒊𝒇𝒇𝒊𝒄𝒖𝒍𝒕𝒚 𝑰𝒏𝒅𝒆𝒙 =
𝑻𝒐𝒕𝒂𝒍 𝒏𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝒔𝒕𝒖𝒅𝒆𝒏𝒕𝒔 𝒘𝒉𝒐 𝒂𝒏𝒔𝒘𝒆𝒓 𝒕𝒉𝒆 𝒊𝒕𝒆𝒎
𝟑𝟎
𝑫𝒊𝒇𝒇𝒊𝒄𝒖𝒍𝒕𝒚 𝑰𝒏𝒅𝒆𝒙 =
𝟓𝟎

𝑫𝒊𝒇𝒇𝒊𝒄𝒖𝒍𝒕𝒚 𝑰𝒏𝒅𝒆𝒙 = 𝟎. 𝟔𝟎

Interpretation: Moderately Difficult

Discrimination Index:
• Difference between the proportion of high performing students who got the item right
and the proportion of low performing students who got the item right.

𝑫𝒊𝒇𝒇𝒊𝒄𝒖𝒍𝒕𝒚 𝒊𝒏𝒅𝒆𝒙 𝒐𝒇 𝑼𝒑𝒑𝒆𝒓 𝑮𝒓𝒐𝒖𝒑 − 𝑫𝒊𝒇𝒇𝒊𝒄𝒖𝒍𝒕𝒚 𝒊𝒏𝒅𝒆𝒙 𝒐𝒇 𝑳𝒐𝒘𝒆𝒓 𝑮𝒓𝒐𝒖𝒑

𝑭𝒐𝒓𝒎𝒖𝒍𝒂:
𝑵𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝑬𝒙𝒂𝒎𝒊𝒏𝒆𝒆𝒔
Example: 30 students are divided into two groups: 15 students
are in the upper group and 15 students are in the lower group.
In the upper group, 12 students answered the item correctly
whereas 6 students answered the item correctly in the lower
group. What is the discrimination index?
Example: 30 students are divided into two groups: 15 students are in the upper
group and 15 students are in the lower group. In the upper group, 12 students
answered the item correctly whereas 6 students answered the item correctly in the
lower group. What is the discrimination index?
Step 1: Solve for the Difficulty Index of the Upper Group
DI (UG)= 12/15
DI (UG)= 0.80
Step 2: Solve for the Difficulty Index of the Lower Group
DI (LG)= 6/15
DI (UG)= 0.40
Step 3: Compute for the Discrimination Index
𝑫𝒊𝒇𝒇𝒊𝒄𝒖𝒍𝒕𝒚 𝒊𝒏𝒅𝒆𝒙 𝒐𝒇 𝑼𝒑𝒑𝒆𝒓 𝑮𝒓𝒐𝒖𝒑 − 𝑫𝒊𝒇𝒇𝒊𝒄𝒖𝒍𝒕𝒚 𝒊𝒏𝒅𝒆𝒙 𝒐𝒇 𝑳𝒐𝒘𝒆𝒓 𝑮𝒓𝒐𝒖𝒑
𝑫𝒊𝒔𝒄𝒓𝒊𝒎𝒊𝒏𝒂𝒕𝒊𝒐𝒏 𝑰𝒏𝒅𝒆𝒙 =
𝑵𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝑬𝒙𝒂𝒎𝒊𝒏𝒆𝒆𝒔
𝟎. 𝟖𝟎 − 𝟎. 𝟒𝟎
𝑫𝒊𝒔𝒄𝒓𝒊𝒎𝒊𝒏𝒂𝒕𝒊𝒐𝒏 𝑰𝒏𝒅𝒆𝒙 =
𝟑𝟎
𝟎. 𝟒𝟎
𝑫𝒊𝒔𝒄𝒓𝒊𝒎𝒊𝒏𝒂𝒕𝒊𝒐𝒏 𝑰𝒏𝒅𝒆𝒙 =
𝟑𝟎
𝑫𝒊𝒔𝒄𝒓𝒊𝒎𝒊𝒏𝒂𝒕𝒊𝒐𝒏 𝑰𝒏𝒅𝒆𝒙 = 𝟎. 𝟎𝟏𝟑𝟑𝟑/0.013
DISTRACTER
• Any option/choice in a multiple-choice type of test that is not the correct
answer.
ITEM NO. 10 A* B C D

Upper 27% 16 3 10 1

Lower 27% 14 6 8 2

Which is the most effective distracter?

A. Option A
B. Option B
C. Option C
D. Option D
 PERCENTILE RANK
A percentile rank indicates how well a student performed in comparison
to the students in the specific norm group, for example, in the same
grade and subject. A student's percentile rank indicates that the student
scored as well as, or better than, the percent of students in the norm
group. For example, a student scoring at the 35th percentile scored as
well as, or better than, 35 percent of students in the norm group. It also
means that 65 percent of the students in the norm group exceeded this
score.

The percentile rank is not a percentage of items the student answered

correctly.
 Measures of Skewness
• Describe the degree of departure of the scores from a symmetry.
3 Classifications
1. Positively skewed distribution- skewed to the right
-most of the scores are below the mean
2. Negatively skewed-skewed to the left
-scores are above the mean
3. Normally distributed- symmetric distribution
-bell-shaped curve
 FORMULA
= 𝟑 (𝑴𝒆𝒂𝒏 − 𝑴𝒆𝒅𝒊𝒂𝒏)/ s (standard deviation)
In a normal distribution, approximately 68% of the data falls within one
standard deviation of the mean, 95% within two standard deviations, and
99.7% within three standard deviations
Here's a breakdown of the percentages:
• Within one standard deviation (mean ± 1 standard
deviation): Approximately 68% of the data.
• Within two standard deviations (mean ± 2 standard
deviations): Approximately 95% of the data.
• Within three standard deviations (mean ± 3 standard
deviations): Approximately 99.7% of the data.
Measures of Central Tendency
1. Mean
-arithmetic average of a set of scores
-easily affected by extreme scores
Steps in solving using raw scores:
a. Get the sum of all the scores in the distribution.
b. Identify the number of scores (n)
c. Divide
Measures of Central Tendency
2. Median
- splits the distribution into half
-not affected by extreme scores because it is positional
Steps in solving (Ungrouped data):
a. Arrange the scores from lowest to highest or highest to
lowest.
b.Determine the middle score in a distribution if n is an odd
number.
Measures of Central Tendency
Steps in solving (Ungrouped data):
c. If n is even, get the average of the two middle scores.

Example:
• Get the median of the following score:
14, 35, 45, 55, 55, 56, 56, 65, 87, 89
Measures of Central Tendency
3. Mode
- most occuring data/score
-not affected by extreme values
Types of mode:
a. Unimodal- 1 mode
b. Bimodal- 2 modes
c. Trimodal- more than 2 modes
Measures of Variability
1. Range
-difference between the highest and lowest
score
-only 2 scores are needed
-easily affected by extreme scores
Formula: HS-LS
Measures of Variability
Interpretation of Result:
• Small range- closer, clustered, homogenous, less
varied
• Large range- dispersed, scattered, spread apart,
far from each other, heterogenous, more varied
Measures of Variability
2. Quartile Deviation (QD)
-average deviation of the 3rd quartile and 1st
quartile from the value of the median
-reduces the influence of extreme scores
-considers only the middle 50% of the scores
Formula:
QD= Q3-Q1/2
Measures of Variability
Interpretation of Result:
• Small QD- closer, clustered, homogenous, less
varied
• Large QD- dispersed, scattered, spread apart, far
from each other, heterogenous, more varied
Measures of Variability
3. Standard Deviation (SD)
• Average distance that deviates from the mean value
• most important measure of variation or dispersion
• Small SD- closer, clustered homogenous, scores are
less varied
• Large SD- dispersed, scattered, heterogenous, scores
are varied
Measures of Variability
EXERCISE
Teacher Marcy gave a test in English. Item No. 18
has a difficulty index of 0.85 and discrimination
index of -0.10. What should Teacher Marcy do?
A. Retain the item
B. Make the item bonus
C. Reject the item
D. Reject it and make the item bonus
EXERCISE
Teacher Marcy gave a test in English. Item No. 18
has a difficulty index of 0.85 and discrimination
index of -0.10. What should Teacher Marcy do?
A. Retain the item
B. Make the item bonus
C. Reject the item
D. Reject it and make the item bonus
EXERCISE
Florante’s scores in Mathematics quizzes are as
follows: 90, 85, 70, 65, 99, 78. What is the mean of
these scores?
A. 65
B. 99
C. 85.5
D. 81.17
EXERCISE
Florante’s scores in Mathematics quizzes are as
follows: 90, 85, 70, 65, 99, 78. What is the mean of
these scores?
A. 65
B. 99
C. 85.5
D. 81.17
EXERCISE
The scores of students in a tutorial class are as
follows: 82, 82, 85, 86, 87, 94,98. The score 86 is
the _________.
A. Mean
B. Mode
C. Mean and Median
D. Median
EXERCISE
The scores of students in a tutorial class are as
follows: 82, 82, 85, 86, 87, 94,98. The score 86 is
the _________.
A. Mean
B. Mode
C. Mean and Median
D. Median
EXERCISE
A majority of the students who took an
examination got scores above the mean. What is
the graphical representation of the score
distribution?
A. Normally distributed
B. Mesokurtic
C. Positively skewed
D. Skewed to the left
EXERCISE
A majority of the students who took an
examination got scores above the mean. What is
the graphical representation of the score
distribution?
A. Normally distributed
B. Mesokurtic
C. Positively skewed
D. Skewed to the left
EXERCISE
Which group of scores gives us the most variety or
dispersion?
A. 0.15
B. 0.50
C. 0.75
D. 0.85
EXERCISE
Which group of scores gives us the most variety or
dispersion?
A. 0.15
B. 0.50
C. 0.75
D. 0.85
EXERCISE
An examinee posted a score within +1 SD to +2 SD.
This indicates that his performance is ________.
A. Superior
B. Above Average
C. Average
D. Below Average
EXERCISE
An examinee posted a score within +1 SD to +2 SD.
This indicates that his performance is ________.
A. Superior
B. Above Average
C. Average
D. Below Average
THE K-12 ASSESSMENT
Department Order No. 8, series of
2015
• Policy Guidelines on Classroom
Assessment for the K to 12 Basic
Education Program
Components of K-12 Summative
Assessment:
1. Written Work (WW)
• Long quizzes
• Unit tests
• Sone several times during the
quarter
Components of K-12 Summative
Assessment:
2. Performance Tasks (PT)
• Demonstration, oral works, research
projects
• Written outputs may also be
considered as performance tasks
Components of K-12 Summative
Assessment:
2. Performance Tasks (PT)
• Done several times during the
quarter
Components of K-12 Summative
Assessment:
3. Quarterly Assessment (QA)
• Objective tests, performance-based
assessment or a combination
• Done once at the end of the quarter
Grading System
• Minimum Grade (to pass a
learning area)-60 (transmuted
grade is 75)
• Lowest Mark (appear in Report
Card)-60 (QG and FG)
Grading System
• Kindergarten
- no numerical grades (non-
numerical)
-uses checklists, anecdotal
records and portfolios
For Grades 1 to 3 Learners
Requirements Decision
1. Final grade of at least 75 Promoted to the next
in all learning areas grade level
2. Did NOT meet Must PASS Remedial Class
expectations in NOT more
than 2 learning areas
3. Did NOT meet RETAINED in the same
expectations in 3 or grade level
MORE learning areas
For Grades 4 to 10 Learners
Requirements Decision
1. Final grade of at least 75 Promoted to the next
in all learning areas grade level
2. Did NOT meet Must PASS Remedial Class
expectations in NOT more
than 2 learning areas
3. Did NOT meet RETAINED in the same
expectations in 3 or grade level
MORE learning areas
For Grades 4 to 10 Learners
Requirements Decision
4. Must pass all learning • Earn Elementary
areas in the Elementary Certificate
• Promoted to JHS
5. Must pass all learning • Earn JHS Certificate
areas in the JHS • Promoted to SHS
For Grades 11 to 12 Learners
Requirements Decision
1. Final grade of at least 75 in all learning areas Can PROCEED to the next semester

2. Did NOT meet expectations in a prerequisite Must PASS Remedial Class for failed
subject in a learning area competencies in the subject before being
allowed to enroll in the higher-level subject
3. Did NOT meet expectations in any subject or Must PASS Remedial Class for failed
learning area at the end of the semester competencies in the subjects. Otherwise, the
learner must retake the subjects failed.

4. Must pass all subjects or learning areas in Earn the SHS Certificate
Senior High School
Non-numerical Rating Scale for Core Values
and