PALAWAN STATE UNIVERSITY

Puerto Princesa City

PSU Cuyo Campus

PHEBE F. LLAMERA
Student

DR. SHIRLEY D. DANGAN

Professor
 A. Directions: Answer the following questions. State your answer in 3 to 5
sentences. (5 points each)

1. Which learning competencies are targeted by the performance task? 5

points.

ANSWER

The performance task allows the learner to show what they know and are able
to do in diverse ways. They may create or innovate products or do performance
based task. The performance task may include skills demonstrations, group
presentation, oral work, multimedia presentation and research projects.

For this given situation, one of the learning competencies targeted by the
performance task given to the students are gathering statistical data. The groups
decided to measure the height (in cm) and weight (in kg) of their classmates, since
they are going to measure the height and weight of their classmates, they are now
in the process of collecting and gathering information.

Another learning competencies targeted by the performance task are

organize data in a frequency distribution table according to some systematic
considerations. The groups show their collected data by constructing a steam-leaf
plot, frequency distribution table and histogram for each set of data and a scatter
plot to show the relationship between the variables.

Lastly, the groups are able to use appropriate kinds of graph to represent the
organized data. The group represent their statistical data through histogram and a
scatter plot to show the relationship between the variables. The group also provide a
short description for each graph.

1|Page
2. Is the performance task a good measure of student understanding of the topic?
Why or why not? 5 points

ANSWER

The performance task given to the students are example of authentic

application of the lesson. The groups gather data through measuring their
classmate’s weight and height. They personally experience on how to measure the
height and weight of their classmates. With that process the students were able
collect actual data needed by the group. After collecting data, they able to
organize and present the collected data by constructing a steam-leaf plot,
frequency distribution table and histogram for each set of data and a scatter plot to
show the relationship between the variables. The retention level of understanding of
the learner will take long if only if they actually experience the situation, appreciate
and able to apply into day to day situation.

One of the problem that a math teacher encountered in teaching the content
of math is the relativeness of the lesson into real world. That’s why some students are
always asking about the applicability of the lesson in real world. When and where
they used the content of mathematics. In Singapore, they see to it that the problems
are based on day to day situation and they teach math concept using tangible and
manipulated instructional materials. On the other hand, the performance task given
to the students are good way to measure the understanding of the topic. Since the
task involve real problems, meaning the learner will be interesting in doing their
performance.

2|Page
 B. Directions: For each of the following situations, identify the type of validity.
State your answer in one or two sentences. (2 points each)

1. Test constructors in a secondary school designed a new measurement

procedures to measure intellectual ability. Compared to well-established
measures of intellectual ability, the new test is shorter to reduce the arduous
effect of a long test on students. To determine its effectiveness, a sample of
students accomplished two tests – a standardized intelligence test and the new
test with only a few days interval. Results from both assessments revealed high
correlation.

ANSWER

The type of validity appropriate in the situation is CRITERION—RELATED VALIDITY.

The problem is well-known statistically such that the scores measures of intellectual
ability is correlated with the scores obtained from new design test. Furthermore, in
terms of the purpose it is a CONCURRENT VALIDITY because it describe the present
status of the individual intellectual ability by correlating the sets of scores from new
design test/ measures given at a close interval.

2. After the review sessions, a simulated examination was given to graduating

students a few months before the Licensure Examination for Teachers (LET).
When the results of the LET came out, the review coordinator found that the
scores in the simulated (mock) examination are not significantly correlated
with the LET scores.

ANSWER

The appropriate type of validity with this kind of situation is CRITERION—RELATED

VALIDITY. It is best with this scenario due to the simulated examination (Mock Test)
was given to graduating students is correlated with the results of the Licensure
Examination Test (LET) Result. For it’s purpose, CONCURRENT VALIDITY is applicable for
this situation because it describe the present status of the individual by correlating
the result on Mock Test and the LET Result.

3|Page
 3. A new test was used as a qualifying examination for secondary education
freshmen who would like to major in Biological Science. The test was
developed to measure students’ knowledge of biology. The test was then
administered to two groups of sophomores: those specializing in English and
those majoring in biological science. It was hypothesized that the latter group
will score better in the assessment procedure. Test results indicated that it is so.

ANSWER

The type of validity which is appropriate with the situation is CONSTRUCT-

RELATED EVIDENCE, - an assessment of the quality of the instrument used. As you can
see, the new test is design for qualifying exam for secondary education freshmen
who would like to major in Biological Science and to measure student’s knowledge
about biology.
CONSTRUCT VALIDITY can take the form of a differentiated groups study. The
methods in establishing construct validity is DIVERGENT. It occurs when the test was
then administered to two groups of sophomores: those who are specializing English
and those who are majoring biological science.

4. A teacher handling “Media and Information Literacy prepared a test on

“Current and Future Trends of Media and Information”. Topics include
massive open line content, wearable technology, 3D environment and
ubiquitous learning. Below are the learning competencies:
a. Evaluate current trends in media and information and how they will
affect individuals and society in general;
b. Describe massive open online content;
c. Predict future media innovation;
d. Synthesize overall knowledge about media and information skills for
producing a prototype of what the learners think is a future media
innovation.
The teacher constructed a two-way Table of Specifications indicating the
number of items for each topic. The test items targeted remembering,
understanding and applying levels.

4|Page
 ANSWER

CONTENT VALIDITY is accurate with this kind of situation. The situation shows that
the test covers the entire content of “Current and Future Trends of Media and
Information”. The teacher prepared a Table of Specification in which the content of
the teacher made test will contain sampling from different topics include massive
open line content, wearable technology, 3D environment and ubiquitous learning.

C. Directions: For each of the following situations, identify the source of reliability
evidence. State your answer in one or two sentences.

5. For sample of 150 grade 10 students, a science test on “Living things and their
environment was test for reliability by comparing the scores obtained on odd-
numbered and even-numbered items.

ANSWER

The source of reliability evidence is INTERNAL CONSISTENCY. The internal

consistency is checked using split - half method. The split - half method is done by
dividing the test into two – separating parts: the first part is odd and the second part
is even numbers. As you can see internal consistency happens when the scores in a
science test on “Living things and their environment are being compared using the
odd-numbered and even-numbered items.

6. Scores from 100 grade 7 students were obtained from a November 2019
administration of a test in Filipino about “panghalip na panao”. These were
compared to the scores of the same group from a September 2019
administration of the same test.
7. .
ANSWER

The source of reliability appropriate for this situation is STABILITY. It happens

when, the Scores of 100 grade 7 students during September 2019 examination are
compared or correlated with the scores of the same group of students during their
November examination. The test-retest reliability correlates scores obtained from
two administrations of the same test over a period of time. It assumes that there is
no considerable change in the construct between the first and the second testing.

5|Page
7. Below is a table containing ratings of two teachers on the paper submitted by
six grade 9 students about their personal mission in life. In rating the students’
papers, a rubric was developed. 2 points each

Student Rater A Rater B Rank (A) Rank (B)

A 14 8 5 6

B 15 12 4 4

C 18 15 2 2

D 20 16 1 1

E 12 10 6 5

F 17 14 3 3

Mean = 16 Mean =12.5 rs = 0.94

SD = 2.9 SD = 3.1

ANSWER

SCORER OR RATER CONSISTENCY is appropriate with the given situation. The

two teacher’s rate and rank the paper submitted by six grade 9 students about
their personal mission. The rater do not necessarily rate in a similar way. We have our
own standard, the standard of being beauty for me is different with the other rater.
Furthermore, certain characteristics of the raters contribute to errors like bias, halo
effect, mood, and fatigue, among others. The rater itself should be truly
demonstrate knowledge and skills on what is being rate.

6|Page
 D. Directions: As head teacher/principal, what action would you take on the following scenarios.
Provide answers to the question in each scenario based on the principle of validity and reliability.
State your answer in 3 to 5 sentences. (2 points each)

8. In a geometry class, the learners have to calculate perimeters and areas of

plane figures like triangles, quadrilaterals, and circles. The teacher decided to
use alternative assessment rather than tests. Students came up with
mathematics portfolios containing their writings about geometry.

What would you tell the teacher? Why?

ANSWER

As head of the school, I will be grateful to have a teacher who use Alternative
Assessment. It is useful and essential in assessing students learning rather than by just
simply answering a multiple choice questions and to not make the assessment style
monotonously/ uninterestingly. In that case the students will be excited and eager
to answer because it is innovative style of assessment for him.
To establish the validity, the teacher made FACE VALIDITY because the teacher
examine the physical appearance of the instrument or portfolio to make it readable
and understandable. As the term suggests, it looks at the superficial face value of the
instrument. It is based on the subjective opinion of the one reviewing it. Hence, it is
considered non-systematic and non-scientific. The teacher or the rater now may use
a RUBRICS or SCORING CRITERIA to rate the Mathematics portfolio and the writings of
the students. But in this case the ratings of the rater may depend on his own insight
and viewpoints.

7|Page
 9. Mr. Roa taught the different elements and principles of art. After instruction,
he administered a test about prominent painters and sculptors in the 20 th
century.
Would you recommend revisions? Why?

ANSWER

As a school head, I will not recommend a revision for Mr. Roja for his test. The
style of Mr. Roa is fairly acceptable. It will assess to the extent to which the assessment
is a meaningful measure of an unobservable trait or characteristics f the learner. In
this way, Mr. Roa use CONSTRUCT-RELATED EVIDENCE, where the result of the
assessment depend on the quality of the instrument being used by Mr. Roa and may
explained or tell other aspect of behavior of the students. For its reliability Decision
Consistency are describe, the situation tells how consistent the classification decisions
rather than how consistent the scores are. It is seen in situations when teacher decide
who will receive a passing or fall the assessment, are considered to possess mastery
or not.

10. There are two available assessment instruments to measure English skills on
grammar and vocabulary. Test A has high validity but no information
concerning its reliability. Test B was tested to have a high reliability index but
no information about its validity.
Thank You Very Much.
Which one would you recommend?

ANSWER

As a school head, I will recommend Test A. the test A is an instrument that

measure what it intends to measure. In that case the, school are intended and to
assess or measure English Skills on grammar and Vocabulary of the students and not
the consistency of the score obtained by the same students. I’m asking English skills
on Grammar and Vocabulary of the students but not consistency of each students.
If I used Test A, it will describes the precision and accuracy of evaluations made
regarding student performance.

THANK YOU VERY MUCH!

8|Page