Exercise 3: (page 82-83)

A. Read the following questions, then choose the best answer by circling the letter corresponds to your
choice.
1. Which of the following defines the materials that will be available or unavailable when objective is assessed?
A. Behavior
B. Conditions
C. Criterion
D. Question
2. Which of the following is Not an example conditions for objectives?
A. Given a map of Europe
B. Given twelve double-digit numbers
C. Without the use of calculator
D. Write a paragraph
3. This is a verb that describes an observable activity, what the student will do. This is generally stated as an
action verb.
A. Behavior
B. Condition
C. Criterion
D. Objective
4. This is also referred to as degree. It is standard that is used to measure whether or not the objective has been
achieved. The criteria might be stated as a percentage (80% correct).
A. Behavior
B. Condition
C. Criterion
D. Objective
5. This kind of learning target includes mastery of facts and information typically through recall as well as
simple understanding.
A. Skills
B. Products
C. Affective
D. Knowledge
6. This kind of learning target includes problem solving, critical thinking, synthesis, comparing, higher order
thinking skills, and judgment.
A. Deep understanding and reasoning
B. Knowledge and simple understanding
C. Products
D. Skills
7. This kind of learning target involves something that a student must demonstrate in a way other than
answering questions. It also involves behaviors which are used overtly.
A. Deep understanding and reasoning
B. Knowledge and simple understanding
C. Products
D. Skills
8. This kind of learning target includes sample student work that demonstrates the ability knowledge,
understanding, reasoning, and skills.
A. Deep understanding and reasoning
B. Knowledge and simple understanding
C. Products
D. Skills
9. This kind of learning target includes attitudes, values, interests, feelings, and beliefs.
A. Deep understanding and reasoning
B. Knowledge and simple understanding
C. Affective
D. Skills
10. This is an element in a test construction and test standardization. It is the degree to which a measure
consistently returns the same result when repeated under similar conditions.
A. Test reliability
B. Test validity
C. Test construct
D. Test item

B. Answer the following:

1. Define test reliability.
Reliability is the degree to which it gives an accurate score across a range of measurement. It
can thus be viewed as being 'repeatably or 'consistency'.
2. How are reliability and validity related?
- reliability and validity are two concepts that are important for defining and measuring
bias and distortion because in order to be sound, they must be free of bias and
distortion.
3. What are the major ways of establishing the reliability of a test?
Two types of method:
A. Multiple - administration methods:
(a.1.) Test-retest reliability or coefficient of stability
(a.2.) Alternative forms reliability or coefficient of equivalence
B. Single - administration methods:
(b.1.) Split-half reliability or coefficient of internal consistency
(b.2.) Internal consistency

C. Group Work (page 83)

1. Select a specific subject and identify the learning targets.
2. Write learning targets for assessment base on specific lesson.
Subject: SCIENCE
Lesson/Topic: Scientific Inquiry and Technological Design
Learning Targets:By the end of Grade 8, students will:
(a.) Formulate hypotheses to explain observations, referencing prior knowledge and
research
(b.) Make testable predictions and re-evaluate hypotheses when data determine that
previous ideas were incorrect
(c.) Design and conduct experiments that address proposed hypotheses, controlling all
but one variable and conducting multiple trials
(d.) Collect both qualitative and quantitative data using metric units of measurement
(e.) Represent results through the use of multiple charts and graphs
(f.) Explain the existence of unexpected results in a data set and form hypotheses to
explain these results
(g.) Evaluate proposed hypotheses based on evidence from experiment
(h.) Report the investigation using appropriate graphical displays, and defend the process
used in the investigation

3. Construct a tabular presentation of techniques for validity and reliability of a test

instrument.
Type of Reliability

How to Measure
Give the same assessment twice, separated by days, weeks, or

Stability or Test-Retest

months. Reliability is stated as the correlation between scores at

Time 1 and Time 2.
Create two forms of the same test (vary the items slightly).

Alternate Form

Reliability is stated as correlation between scores of Test 1 and

Test 2.
Compare one half of the test to the other half. Or, use methods

Internal Consistency
(Alpha, a)

such as Kuder-Richardson Formula 20 (KR20) or Cronbach's

Alpha.

Type of
Validity

Definition
The extent to which the content

Content

of the test matches the

instructional objectives.

Example/Non-Example
A semester or quarter exam that only includes
content covered during the last six weeks is not a
valid measure of the course's overall objectives -it has very low content validity.

The extent to which scores on

Criterion

the test are in agreement with

If the end-of-year math tests in 4th grade correlate

(concurrent validity) or predict

highly with the statewide math tests, they would

(predictive validity) an external have high concurrent validity.

criterion.
The extent to which an
Construct

assessment corresponds to
other variables, as predicted by
some rationale or theory.

If you can correctly hypothesize that ESOL

students will perform differently on a reading test
than English-speaking students (because of
theory), the assessment may have construct
validity.

4.Prepare a chart of the taxonomy of educational objectives. Include the level of each
domain and give at least 5 examples of behavioral verbs.

LEARNING TAXONOMIES:
A. COGNITIVE DOMAIN
Levels of
Learning
Outcomes

Description
Involves remembering or recalling
previously learned material or a
wide range of materials
Ability to grasp the meaning of
material by translating material
from one form to another or by
interpreting material

List, define, identify,

name, recall, state,
arrange

Describe, interpret,
classify, differentiate,
explain, translate

Ability to use learned material in

new and concrete situations

Ability to break down material into

its component parts so that the
whole structure is understood

Ability to put parts together to

form a new whole

Ability to judge the value of

material on the basis of a definite
criteria

Apply, demonstrate,
solve, interpret, use,
experiment
Analyse, separate,
explain, examine,
discriminate, infer
Integrate, plan,
generalize, construct,
design, propose
Assess, decide, judge,
support, summarize,
defend

Knowledge

Comprehension

Application

Analysis

Synthesis

Some Question Cues

Evaluation

B. AFFECTIVE DOMAIN
Categories

Receiving

Responding

Valuing

Organization

Value
Characterization

Description
Willingness to receive or to attend
to a particular phenomenon or
stimulus

Some Illustrative Verbs

Acknowledge, ask,
choose, follow, listen,
reply, watch

Answer, assist,
Refers to active participation on the
contribute, cooperate,
part of the student
follow-up, react

Adopt, commit,
Ability to see worth or value in a
desire, display,
subject, activity, etc.
explain, initiate,
justify, share
Bringing together a complex of

Adapt, categorize,
values, resolving conflicts between
establish, generalize,
them, and beginning to build an
integrate, organize
internally consistent value system
Values have been internalized and

Advocate, behave,
have controlled ones behavior for
defend, encourage,
a sufficiently long period of time
influence, practice

C. PSYCHOMOTOR DOMAIN
Categories
Imitation

Description
Early stages in learning a complex
skill after an indication of readiness

Some Illustrative Verbs

Carry out, assemble,

practice, follow,

repeat, sketch, move

A particular skill or sequence is

(same as imitation)

practiced continuously until it

Manipulation

Precision

to take a particular type of action.

Articulation

conduct, improve,

some confidence and proficiency.

perform, produce
(same as imitation
and manipulation)

A skill has been attained with

An individual can modify

Achieve, accomplish,
excel, master,

succeed, surpass
Adapt, change, excel,

movement patterns to a meet a

reorganize, rearrange,

particular situation.
An individual responds

revise

automatically and creates new

Naturalization

acquire, complete,

becomes habitual and done with

proficiency and efficiency.

Arrange, combine,

motor acts or ways of manipulation

compose, construct,

out of understandings, abilities, and

create, design

skills developed.

Part 4 - Development of Classroom Assessment Tools

Exercise 1: (page 99)
A. Pair work:
1. Explain the basic steps in planning a test.
* 8 basic steps of testing and assessment: the objective of testing and assessment is to
obtain valid, reliable, and useful information concerning student achievement.
1.

Determine the purpose of measurement

(a.) Pre-testing - tests and assessment given at the beginning of an instructional segment
to determine two key components
(b.) During Instruction - tests and assessments given during instruction provide the basis
for formative assessment.
(c.) End-of-Instruction - the main interest is in measuring the extent to which the
intended learning outcomes and performance standards have been achieved.

2.

Developing specifications - this is the table you are creating

3.

Selecting appropriate assessment tasks - It is common to make a distinction between

classroom test that consist of objective test items and performance assessment that require
students to construct responses or perform a particular task.

(a.) Objective test - require students to supply a word or two or to select the correct
answer from a number of alternatives. They are called objective because they have a
single right answer or best answer that can be determined in advance.
(b.) Performance Test - permit the student to organize and construct the answer. Other
types of performance may require the student to use equipment, generate hypotheses,
make observations, construct a model, or perform to an audience. For the most
performance assessments do not have a single right or best response- there may be a
variety of responses.
*Performance assessment tasks are needed to measure a students ability to engage in
hands-on activitiess such as: conducting an experiment, designing and conducting a survey,
or essay.
*Essay is the most common, there are two types of essay questions:
(1.) extended-response
(2.) restricted- response
4.

Preparing relevant assessment tasks - the limited number of items should be representative
of the domain.

5.

Assembling the assessment

6.

Administering the assessment

7.

Appraising the assessment

8.

Using the results

- Using the steps you will achieve the main goal, which is improved learning and instruction.
2. Explain how to select the learning outcomes to be tested.
- the specific nature of the course, the objectives attained in previous courses, the philosophy

of

the school, the special needs of the students, and the host of other local factors that have a bearing on
the instructional program have to be considered. The instructional objectives will include

learning

outcomes in the following areas:

(a.) Knowledge
(b.) Intellectual abilities and skills
(c.) General skills - laboratory, performance, communication
(d.) Attitudes, interests, and appreciations
3. Select a topic and formulate 7 knowledge questions; 5 comprehension; and 8 application
questions.
(a.) KNOWLEDGE of President in the Philippines:
i. What happened after...?

ii.
iii.
iv.
v.
vi.
vii.

How many...?
Who was it that...?
Can you name the...?
Describe what happened at...?
Who spoke to...?
Can you tell why...?

(b.) COMPREHENSION:
i. Can you write in your own words...?
ii. Can you write a brief outline...?
iii. What do you think could of happened next...?
iv. Who do you think...?
v. Can you distinguish between?
(c.) APPLICATION:
i. Do you know another instance where...?
ii. Could this have happened in...?
iii. Can you group by characteristics such as...?
What factors would you change if...?
iv. Can you apply the method used to some experience of your own...?
v. What questions would you ask of...?
vi. From the information given, can you develop a set of instructions about...?
vii. Would this information be useful if you had a ...?