PROFESSIONAL EDUCATION

Carlo Vincent J. Jordan, BSC, RN, MAN, RPT, MaED

1. Which of the following is a vital component
in defining measurement?

a. Quality of an attribute
b. Setting of standards
c. Quantity of an attribute
d. Setting of programs
2. Which of the following best describes
educational assessment?
a. Process of measuring and evaluating
learning outcomes
b. Process of comparing objectives with actual
results
c. c. Process of using appropriate measuring
device
d. d. Process of identifying a particular
attribute
3. How does evaluation differ from measurement?

a. Evaluation is a process
b. Evaluation is based on standards
c. Evaluation is concerned with data
d. Evaluation is undertaken by teachers and
principals
4. Why is it important to define an attribute?

a. To differentiate the attributes from other

b. To quantify a set of observations
c. To determine a set of operation
d. To collect relevant set of data
5. When is educational assessment considered
valid?
a. When it reflects the purpose of assessment
b. when it is free from bias
c. when it yields consistent results
d. when it yields variety of results
6. How can educational assessment become
multidimensional?

a. It yields interesting results

b. It is done on various occasions
c. It gives different interpretations
d. It measures different domain of objectives
7. What should a teacher do when assessment
result is above the predetermined level of
performance?

a. Review the lesson

b. Remediate the learning differently
c. Re-teach the lesson
d. Proceed to the next level objective
8. How can skills be assessed appropriately?

a. Through self-report
b. Through open ended interview
c. Through direct observation
d. Through paper and pencil test
9. It refers to the assessment methods that
stimulate true to life situation:

a. Traditional
b. Alternative
c. Authentic
d. Measurement
10. It refers to the process of systematic
interpretation, analysis of organized data for
decision making:

a. Assessment
b. Measurement
c. Testing
d. Evaluation
11. Who among the following teachers
described below is doing assessment?
a. Mrs. Bautista who is administering a test to
her students.
b. Mr. Ferrer who is counting the scores
obtained by the students in his test.
c. Ms. Leyva who is computing the final grade
of the students after completing all their
requirements.
d. Prof. Cuevas who is planning for a remedial
instruction after knowing that students
perform poorly in her test.
12. Mr. Fernandez is judging the accuracy of
these statements. Which statement will he
consider as correct?
I. Test is a tool to measure a trait
II. Measurement is the process of qualifying a
given trait.
III. Assessment is the gathering of quantitative
and qualitative data.
IV. Evaluation is the analysis of quantitative and
qualitative data for decision making.
a. I and II only
b. III and IV only
c. I, II, and III
d. I, III, and IV
13. If I have to use the most authentic method
of assessment, which of these procedures
should I consider?

a. Traditional Test
b. Written Test
c. Performance-based Assessment
d. Objective Assessment
14. After doing the exercise for verbs, Ms.
Borillo gave a short quiz to find out how well
the students have understood the lesson.
What type of assessment was done?
a. Summative Assessment
b. Diagnostic Assessment
c. Formative Assessment
d. Placement Assessment
15. Who among the teachers below performed
a diagnostic assessment?
a. Ms. Santos who asked questions when the
discussion was going on to know who among her
students understood what she was trying to
emphasize.
b. Mr. Calubong who gave a short quiz after
discussing thoroughly the lesson to determine the
outcome of instruction.
c. Ms. Ventura who gave a 10-item test to find
out the specific lessons which the students failed
to understand.
d. Mrs. Lopez who administered a readiness
test to the incoming grade one pupils.
16. You are assessing FOR learning. Which of
these will you likely do?
a. Giving grades to students.
b. Reporting to parents the performance of
their child.
c. Recommending policies in grading students.
d. Assessing the strengths and weaknesses of
students
17. Ms. Saplan is planning to do an
assessment OF learning. Which of these should
she include in her plan considering her purpose
for assessment?
a. How to give immediate feedbacks to
student’s strengths and weaknesses.
b. How to determine the areas of interests of
students.
c. How to certify student’s achievement.
d. How to design one’s instruction.
18. You targeted that after instruction, your
students should be able to show their ability
to solve problems with speed and accuracy.
You the designed a tool to measure this ability.
What principle of assessment did you consider
in this situation?

a. Assessment should be based on clear and

appropriate targets or objectives.
b. Assessment should have a positive
consequence on student’s learning.
c. Assessment should be reliable.
d. Assessment should be fair.
19. Ms. Ortega tasked her students to show
how to play basketball. What learning
target is she assessing?

a. Knowledge
b. Reasoning
c. Skills
d. Products
20. Mr. Ravelas made an essay test for the
objective “Identify the planets in the solar
system.” Was the assessment method used the
most appropriate for the given objective? Why?

a. Yes, because essay test is easier to construct

than objective test.
b. Yes, because essay test can measure any
type of objective.
c. No, he could have conducted oral
questioning.
d. No, he should have prepared an objective
test.
21. Mr. Cidro wants to test students’ knowledge
of the different places in the Philippines,
their capital and their products and so he
gave his students an essay test. If you are the
teacher, will you do the same?
a. No, the giving of an objective test is more
appropriate than the use of essay.
b. No, such use of assessment is
inappropriate because essay is difficult.
c. Yes, essay test could measure more than
what other tests could measure.
d. Yes, essay test is the best in measuring
any type of knowledge.
22. What type of validity does the Pre-board
Examination possesses if its results can
explain how the students will likely perform
in their Licensure Examination?

a. Concurrent
b. Predictive
c. Construct
d. Content
23. Ms. Alviz wants to determine if the
students’ scores in their Final Test is reliable.
However, she has only one set of test and her
students are already on vacation. What test of
reliability can she employ?
a. Test-Retest
b. Equivalent forms
c. Kuder-Richardson
d. Test-Retest with Equivalent Forms
24. The pupils are to be judged individually on
their mastery of the singing of the national
anthem and so their teacher let them sing
individually. What should the teacher use in
rating the performance of the pupils considering
the fact that the teacher has only one period to
spend in evaluating her 20 pupils?
a. Analytic
b. Holistic
c. Either holistic or analytic
d. Both holistic and analytic
25. Mrs. David is judging the worth of the
project of the students in her Science class
based on a set of criteria. What process
describes what she is doing?

a. Testing
b. Measuring
c. Evaluating
d. Assessing
 26. Mrs. San Diego is comparing measurement
from evaluation. Which statement explains the
difference?
a. Measurement is assigning a numerical value to a
given trait while evaluation is giving meaning to the
numerical value of the trait.
b. Measurement is the process of gathering data
while assessment is the process of quantifying the
data gathered.
c. Measurement is the process of quantifying data
while evaluation is the process of organizing data.
d. Measurement is a pre requisite of assessment
while evaluation is the pre-requisite of testing
27. Ms. Gutierrez uses alternative
methods of assessment. Which of the following
will she NOT likely use?

a. Multiple Choice Test

b. Reflective Journal Writing
c. Oral Presentation
d. Developing Portfolios
28. Ms. Punzalan aims to measure a product
of learning. Which of these objectives will she
most likely set for her instructions?
a. Show positive attitude towards learning
common nouns
b. Identify common nouns in a reading
selection.
c. Construct a paragraph using common
nouns
d. Use a common noun in a sentence.
29. The students of Mrs. Espino are very noisy.
To keep them busy, they were given any test
available in the classroom and then the results
were graded as a way to punish them. Which
statement best explains if practice is
acceptable or not?
a. The practice is acceptable because the students
behaved well when they were given test.
b. The practice is not acceptable because it violates
the principle of reliability.
c. The practice is not acceptable because it violates
the principle of validity.
d. The practice is acceptable since the test results
are graded.
30. Ms. Tapia advocates assessment FOR
learning. Which will she NOT likely do?

a. Formative Assessment
b. Diagnostic Assessment
c. Placement Assessment
d. Summative Assessment
31. At the beginning of the school year, the 6
year old pupils were tested to find out who
among them can already read. The result was
used to determine their sections. What kind of
test was given to them?
a. Diagnostic
b. Formative
c. Placement
d. Summative
32. The grade six pupils were given a diagnostic test
in addition and subtraction of whole numbers to find
out if they can proceed to the next unit. However, the
results of the test were very low. What should the
teacher do?
a. Proceed to the next lesson to be able to finish all
the topics in the course.
b. Construct another test parallel to the given test
to determine the consistency of the scores.
c. Count the frequency of errors to find out the
lessons that the majority of students need to relearn.
d. Record the scores then inform the parents about
the very poor performance of their child in
Mathematics.
33. Mrs. Noriega is doing assessment OF
learning. At what stage of instruction should
she do it?

a. Before instruction
b. After instruction
c. Prior to instruction
d. During the instructional process
34. Mr. Guzman developed an Achievement
Test in Math for his grade three pupils. Before
he finalized the test, he examined carefully if
the test items were constructed based on the
competencies that have to be tested. What
test of validity was he trying to establish?
a. Content validity
b. Concurrent validity
c. Predictive validity
d. Construct validity
35. In a positively skewed distribution, the
following statements are false EXCEPT:

a. Median is lower than the Mode.

b. Mean is higher than the Median
c. Mean is lower than the Mode
d. Mean is not lower than the Mode.
36. The distribution of a class with academically
poor students is most likely:

a. Normally distributed
b. Skewed to the left
c. Skewed to the right
d. Symmetrically distributed
37. Ms. Mallari administered an exam in Filipino
and the results were positively skewed.
However, she also conducted an exam in Social
Studies and the results were Negatively
skewed. Which of the following is true?
a. The exam in Filipino is easy
b. The exam in Social studies is difficult
c. Both exams are difficult
d. Filipino exam is difficult
e. The Filipino is worth dying for
38. In a normal distribution, which of the
following is true?

a. Median = mode ≠ mean

b. Median ≠ mode = mean
c. Median ≠ mode ≠ mean
d. Mean = median = mode
39. Miss Cortez administered a test to her class
and the result is positively skewed. What kind
of test do you think Miss Cortez gave to her
pupils?
a. Posttest
b. Pretest
c. Mastery test
d. Criterion-referenced test
40. The result of the test given by teacher
Daysa showed a negatively skewed
distribution. What kind of test did teacher
Daysa gave?
a. The test is difficult
b. It is moderately difficult
c. It is not too easy nor too difficult
d. It is easy
PROFESSIONAL EDUCATION

Carlo Vincent J. Jordan, BSC, RN, MAN, RPT, MaED

1. Assessment
2. Measurement
3. Evaluation
 Types of Assessment

1. Traditional
2. Alternative
3. Authentic
1. Assessment FOR learning
a. Placement
b. Formative
c. Diagnostic
2. Assessment OF learning
3. Assessment AS learning
1. Clear and Appropriate learning
targets.
2. Appropriate Assessment Methods
a. Objective Supply
>Completion Test
>Fill in the Blanks
>Short Answer
b. Objective Selection
>Multiple Choice
>Matching Type
>True or False
2. Appropriate Assessment Methods
c. Essay
>Restricted Response
>Extended Response
d. Performance Based
>Projects
>Papers
>Portfolios
>Presentations
2. Appropriate Assessment Methods
e. Oral Question
>Recitation
>Oral Exam
>Interviews
f. Self Report
>Attitude test
>Survey
>Sociometric
3. Balanced
4. Validity
a. Face Validity
b. Content validity
c. Criterion validity
>Concurrent
>Predictive
d. Construct Validity
5. Reliability
Ways to Establish reliability
a. Test-Retest
b. Equivalent Forms
c. Test-retest with Equivalent Form
d. Split Half
e. Kuder Richardson
6. Fairness
7. Practicality and Efficiency
8. Assessment should be a continuous
process
9. Authenticity
10. Communication
11. Positive Consequences
12. Ethics
 Models of Assessment

1. Traditional
2. Performance
3. Portfolio
 MODEL DESCRIPTION EXAMPLES ADVANATGES DISADVANTAGES

 The paper  Standardized  Scoring is  Preparation of

and pencil and Teacher objective the instrument is
test made test time consuming
Traditional  Administration
 Used in is easy  Prone to guessing
assessing and cheating
knowledge
and
thinking
skills
 MODEL DESCRIPTION EXAMPLES ADVANATGES DISADVANTAGES

 Practical  Preparation of  Scoring tends to

 Demonstration test the instrument be subjective
Performance is easy
 Creation  Oral
 Measures  Administration is
behavior that time consuming
 Projects cannot be
deceived
MODEL DESCRIPTION EXAMPLES ADVANTAGES DISADVANTAGES

 Process of  Working  Measures  Development is

gathering  Show Students time consuming
multiple  Documentary growth and
indicators of development
Portfolio students’  Ratings tends to
progress  Intelligence fair be time
consuming
 Ongoing,
dynamic,
and
collaborative
process
 Types of Rubrics

1. Holistic Rubric
2. Analytic Rubric
 TYPE DESCRIPTION ADVANTAGES
HOLISTIC RUBRIC  It describes the overall  It allows fast assessment
quality of performance
or product  It provides one score to
describe the overall
 There is only one rating performance or quality
given to the entire work of work
or performance
 It can indicate the
general strengths and
weaknesses of the work
or performance
DISADVANTAGES
 It does not clearly
describe the degree of
the criterion satisfied

It does not permit
differential weighting of
the qualities of product
or a performance

ANALYTIC RUBRIC  It describes the quality  It clearly describes the  It is more time
of a performance or degree of the criterion consuming to use
product in terms of the satisfied
identified dimensions or  It is more difficult to
criteria.  It permits differential construct
weighting of the
qualities of a product or
performance

 It helps raters pinpoint

specific areas of
strengths and
weaknesses
 DESCRIPTIONS

 It is an instrument of systematic procedure which

typically consists of a set of questions for measuring a
sample behavior
TEST
 It is a systematic form of assessment that answer the
question “How well does the individual perform”

 An instrument designed to measure any quality, ability,

skills or knowledge
1. Standard Test
a. Ability Test
b. Aptitude Test
2. Teacher Made Test
a. Objective Type
a.1. Limited Response Type
>Multiple Choice test
>True or False test
>Matching Type
a. Objective Type
a.2. Free Response/Supply test
>Fill in the Blanks
>Essay Type
>Psychological test
>Educational test
>Survey test
>Mastery Test
a. Objective Type
a.2. Free Response/Supply test
>Verbal test
>Individual test
>Power test
>Speed test
1. Observational techniques
a. Anecdotal records
b. Peer Appraisal
>Guess Who Technique
>Sociometric technique
2. Personality Assessment
a. Personality inventories
b. Creativity test
c. Interest test
1. Absolute Standard Grading/
Task Referenced Grade/
Criterion Referenced

>Grades are assigned by determining the

level of performances to a defined set of
criteria to be achieved.
2. Relative Standard/
Group Referenced Grading/
Norm Referenced

>Grades are assigned on the basis of

how students perform compared with
others.
Grading procedures should be discussed
prior to instruction
Return all tests/exams to students
Avoid bias in giving grades
Do keep records of your grades
Inform students of their class standing
Need to take precaution to prevent
cheating during test
Grades should be black and white
1. Descriptive Statistics

2. Inferential Statistics
1. MEAN
>Arithmetic average
>SUM average of values
1,2,3,4,5,
b. Median
>Middle score of a given set of values
1,2,3,4,5
1,2,3,4,5,6
c. Mode
>The number of values that occurs
most often
1,1,2,3,4,5
1,1,2,3,3,4,5
1,1,2,2,3,4,5,5
1. Range
>Difference between the highest and
the lowest score
2. Standard Deviation
>A statistic that represent the average
amount of deviation of value from the
mean.

 x x-x (x-x)2
11 3 9 = √∑(x-x)2
𝒔
8 0 0
12 4 16
N
7 -1 1
5 -3 9
3 -5 25
= √130
4 -4 16 10
15 7 49
9 1 1 = √ 13
6 -2 4
∑x=80 ∑x-x=0 ∑(x-x)2=130
N =10
= √ 3.61
X=8
1. Pearson r
>Most appropriate measure of
correlation when sets of data are of
interval and ratio.
2. Spearman Rho
>Correlate ordinal data
1. Percentile
>Appropriate for data representing
ordinal scale

2. Standard Score
Appropriate for data representing an
interval or ratio scale
>allows all scores from different test
to be compared
1. Normal/Symmetrical/Gaussian Curve
>Bell shaped
>Unimodal
Mean=Median=Mode
>Symmetrical, same length of tail
2. Asymmetrical/Skewed

a. Positively Skewed
b. Negatively Skewed
2. Positively Skewed Distribution
>if the tail is pointing to the
Right=+skewed=-result of exam
>Indicates very difficult type of test
>Pre test
>Very poor performance
2. Negative Skewed Distribution
>if the tail is pointing to the left=-
skewed=+result of exam
>Indicates very easy type of test
>Post test
>Very good performance
>Mode>Median>Mean