1.

Measurement - refers to the process by which the attributes or dimensions of some physical
object are determined.
Objective measurement- those that regardless of the person performing measurement, the
same measurement will be obtained.
non-objective measurement- those that differ depending on the person performing
measurement, even if the same attribute is being measured.
evaluation-focuses on grades and may reflect classroom components other than course
content and mastery level. These could include discussion, cooperation, attendance, and verbal
ability.
assessment- is a process by which information is obtained relative to some known objective or
goal. Also process of objectively understanding the state or condition of a thing, by observation
and measurement.
non-measurements- information derived from the process of assessment is used to make
instructional decisions about students, give students about their progress, strengths, and
weaknesses, judge instructional effectiveness and circular adequacy
classroom assessment- is the process, usually conducted by teachers, of designing,
collecting, interpreting, and applying information about student learning and attainment to make
educational decisions.
test- is used to examine someone's knowledge of something to determine what he or she
knows or has learned using an instrument.
testing-measures the level of skill or knowledge that has been reached.
2. Brief history of assessment in the Philippines
The report presents a primer on the history of educational assessment in the Philippines. The
history of educational assessment is described by the different pillars that contributed to its
development. These factors include timelines of government mandates, studies done in the
national level, universities that shape experts in the field, professional association, and
pioneered researches. The history of educational assessment is divided by the early years,
contemporary period, and future direction. The early years include the Monroe survey,
Research, Evaluation and Guidance Division of the Bureau of Public Schools, Economic Survey
Committee, Prosser Survey, and UNESCO survey. The contemporary period is marked by the
EDCOM report of 1991, Philippine Education Sector Study, the role of the Fund for Assistance
to Private Organization (FAPE) and the creation of the Center for Educational Measurement
(CEM) and the Asian Psychological Services and Assessment Corporation (APSA). The article
described future directions of educational assessment about the expanding role of educational
assessment specialists in school and creating niches for future studies.
3. The new report, prepared by RAND Education and RAND Corporation, as well as the
discussion among the cities underscored the challenges in developing and using assessments
1 | Page

of 21st century skills and competencies. Right now education systems collectively have much
more experience in measuring academic content and thinking skills than in measuring
interpersonal or intrapersonal dispositions. Clearer definitions of some of these competencies
will be needed before they can be measured effectively and learning progressions will need to
be developed so that assessments can help to improve instruction not just audit it. Some of the
measures will need to raise their technical quality before they can be used for high-stakes
decisions and some of the more interactive assessments are quite costly and require
considerable
computing
power.
(http://asiasociety.org/global-cities-educationnetwork/assessing-21st-century-skills-and-competencies-around-world)
Some cities raised the larger questions of whether soft skills should be measured in large-scale
assessments or just left to teachers and whether measures of 21 st century skills will be used to
help students grow or be used to track them? Clearly, there are a host of issues to resolve but
cities around the world are seeking meaningful assessments.
The Department of Education, Philippines, has integrated this approach into its K-12 education
reform agenda, and through its National Educational Testing and Research Center (NETRC) is
working with a team from the ARC and ACTRC to investigate the place of these skills and their
implementation in the Philippines curriculum. In the initial stages of the project there is a
thorough review conducted to identify the skills, resources and approaches that have been
adopted by other countries and by international organizations. This work identifies the most
appropriate and relevant 21st century skills to be taught and assessed in the Philippines.
Developmental progressions of these skills and assessment instruments are being developed,
and implementation will consider the alignment of current curriculum and selected 21st century
skills. The overarching aim of the project is to cater for the Filipino student in terms of the needs
and
conditions
of
education
and
employment
in
the
Philippines.
(https://actrc.org/projects/current-projects/21st-century-skills-in-the-philippines/)
4. This policy analysis was conducted in order to review the alignment of DepEd with existing
literature on standards-based grading and to review the policy regarding the processes and
resources provided by DepEd to support teachers. It needs a careful review to make
assessment standards-based. In this way, the process of grading and in completing the report
card will help the students and their parents to know if the standards in the different domains are
being met. In addition, the results also show that there is a need to clarify how content
standards, performance standards, and learning competencies are assessed and reported in
the context of SBG., the policies before seems to lack a system for moderation and calibration,
so that teachers from the same grade level teaching the same subject will use the same rubrics
and will evaluate students learning in a standard way.
5. a. Placement Assessment The purpose of placement assessment is to determine the
prerequisite skills, degree of mastery of the course the best mode of learning.
During the instructional process the main concern of a classroom teacher is to monitor the
learning progress of the students.
The teachers should assess whether the students achieved the intended learning outcomes
set for a particular lesson.
b. Formative Assessment It is a type of assessment used to monitor the learning progress of
the students during instruction. The purpose of formative assessment are the following:
Immediate feedback Indentify learning errors Modifying instruction Improve both learning and
instruction
2 | Page

c. Diagnostic Assessment It is a type of assessment given at the beginning of the instruction. It

aims to identify the strengths and weaknesses of the students regarding the topics to be
discussed.
d. Summative Assessment A type of assessment usually given at the end of a course unit. The
purposes of summative assessment are to determine the following:
Instructional objectives achieved
Certify the students mastery
Provide information for judging
Effectiveness of instruction
e. ASSESSMENT OF LEARNING
Assessment of learning assists teachers in using evidence of student learning to assess
achievement against outcomes and standards. Sometimes referred to as summative
assessment', it usually occurs at defined key points during a unit of work or at the end of a unit,
term or semester, and may be used to rank or grade students. The effectiveness of assessment
of learning for grading or ranking depends on the validity and reliability of activities. Its
effectiveness as an opportunity for learning depends on the nature and quality of the feedback.
Assessment of learning:

is used to plan future learning goals and pathways for students

provides evidence of achievement to the wider community, including parents, educators,

the students themselves and outside groups

provides a transparent interpretation across all audiences.

f. ASSESSMENT FOR LEARNING

Assessment for learning involves teachers using evidence about students' knowledge,
understanding and skills to inform their teaching. Sometimes referred to as formative
assessment', it usually occurs throughout the teaching and learning process to clarify student
learning and understanding.
Assessment for learning:

reflects a view of learning in which assessment helps students learn better, rather than
just achieve a better mark

includes clear goals for the learning activity

provides effective feedback that motivates the learner and can lead to improvement

reflects a belief that all students can improve

3 | Page

encourages self-assessment and peer assessment as part of the regular classroom

routines

involves teachers, students and parents reflecting on evidence

is inclusive of all learners.

g. ASSESSMENT AS LEARNING
Assessment as learning occurs when students are their own assessors. Students monitor their
own learning, ask questions and use a range of strategies to decide what they know and can
do, and how to use assessment for new learning.
Assessment as learning:

encourages students to take responsibility for their own learning

involves teachers and students creating learning goals to encourage growth and
development

provides ways for students to use formal and informal feedback and self-assessment to
help them understand the next steps in learning

encourages peer assessment, self-assessment and reflection.

8. A student-centered approach which actively engages the young person in the learning
process is critical if skills which result in healthy behaviors are to be fostered and
developed. Some of the learning strategies that could be incorporated in a
comprehensive approach include self-directed learning, co-operative learning, role
playing, behavioral rehearsal, peer education and parent involvement. Consideration
should be given to allowing students to plan some learning experiences. They could
be provided with opportunities to identify topics or areas for further study, contribute
information relevant to an issue for study and/or make suggestions for follow-up
activities. Students should also be given the opportunity for self-assessment and be encouraged
to evaluate their habits, attitudes, and behaviors with respect to personal health and
well-being. This can be accomplished through real-life activities or simulations in
which students can become involved in a meaningful way. Activities such as recording
eating habits and designing a plan for healthy eating, taking a classmates pulse, and
analyzing advertisements for obvious and hidden messages, help young people apply their
understanding of concepts to everyday situations and occurrences. It also:
4 | Page

Provides a single framework that define effective teaching in all aspects of a teachers
professional life & in all phases of teacher development.

Minimize confusion about what effective teaching is.

Provides a better guide for all teacher development programs

CHAPTER 1 REFLECTION:
This topic showed that ideas designed to enhance the way assessment is used by
teachers in the classroom to encourage learning, can substantially increase the
student's achievement. The study also found evidence that the increase was even more
likely to be substantial for low-achieving students. The research also showed that
improving learning through assessment depends on key factors such as: effective
feedback by the teacher to the students, active involvement of students in their own
learning, adjustment of teaching styles to take account of the results of assessment,
and a recognition by the teacher that assessment influences the self-esteem and
motivation of students. However, the research also identified several inhibiting factors: a
tendency for teachers to assess quantity and presentation of work rather than the
quality of learning, too much focus on marking and grading, which tended to lower the
self-esteem of students, and rather than giving advice and guidance on improvement
there was a strong focus on comparing students which demotivated and demoralised
the less successful students. In this case it could be said that teachers' feedback to
students served social and control purposes rather than helping the students to learn
more effectively, perhaps due to teachers not knowing enough about their students'
learning needs and motivation.
More generally, on student motivation, carried out the most extensive review of research
in recent years on the effect of summative testing. They found that those tests that were
seen as "high stakes" de-motivated many students. However, it has been argued that
some students thrive in the face of stressful challenges and in fact, external tests and
examinations do motivate students to take what they are learning seriously. The idea of
turning over summative assessment to students could be seen as problematic, but it
has the potential for supporting deep learning within those students. State that students
are required to learn by engaging in assessed tasks. Assessment is not peripheral to
the learning task or a necessary evil to be endured, It is central to the whole learning
process. Assessment, including reflection on their own work and that of their peers, is
the learning itself. Assessment should provide an impetus for student learning and
additionally a catalyst for reflective teaching practices.
5 | Page

1. High quality assessment is intended to guide teachers. If youre not following the
principles of the objectives could be unclear for us. We could not provide a solid
balance basis for decision making. The quality can affect many things like the validity
and reliability of the assessment. Validity of the assessment can also be influenced such
as inappropriateness of the test items, directions, etc. if you are practicing the
assessment without fair in all your students could be biased or it could be offensive for
some of your students.
2. It is important to remember that we consider reliability measures as on property of a
high quality assessment method. It does not always imply validity. It is natural the
students to get a low grades. They might still get low scores if the test will be
administered again. It might appear then the scores are consistent, implying reliability
but we know for a fact that it is not valid. Still the teachers should be constantly aware of
ways to improve the reliability of a test.
3. Between with the two principles of assessment the practicality and efficiency should
be on top priority because practical consideration cannot be ignored. These two are
consider as indicator of high assessment. Assessment procedures are said to be
practical and efficient possesses it can be administered with relative base directions for
scoring is clear and the scoring key is simple. It should not cost a lot for students and
the teachers. It should be easily interpreted to facilitate accurate evaluation.
4. teaches are dedicated to the students they serve. Assessment provides a students
level of achievement upon finishing the course. It determines the extent to which the
learning targets are met. Providing high quality individual feedback by monitoring
regularly to encourage them to reflect on and monitor their own learning growth. The
diversity of learner that the teacher can facilitate the learning process at first.
Recognizing and respecting the individual differences. Managing the large volume of
assessment data you may develop and use variety of appropriate assessment
strategies to monitor and evaluate the learning of a student. Teacher should identify
teaching- learning difficulties and possible causes and take appropriate action to
address them.

6 | Page

REFLECTION:
Students should not be penalized with a low mark because they are weak in reading or writing.
These students may be assisted in one of several ways; A. The teacher might go over the test
beforehand and read and explain each question. B. Tests could be done in small groups or with
a partner. C. The teacher might form a small group during the test and quietly read each
question with the group, allowing time for students to write their answers or give them orally. D.
In some cases it may be appropriate for some students to have a tutor coach them beforehand.
Teachers would be most interested in the content validity of their tests and how well their test
items represent the curriculum to be assessed, which is essential to make accurate inferences
on students cognitive or affective status. There should be no obvious content gaps, and the
number and weighting of items of items on a test should be representative of the importance of
the content standards being measured. Test items can be classified as selected-response (e.g.,
multiple-choice or true-false) or constructed response (e.g., essay or short-answer). Setting
clear and achievable targets is the starting point for creating assessments. In other words, you
need to determine what exactly your students should know or be able to do. There are many
areas and types of achievement that are targeted in schools, including knowledge, reasoning,
performance, product development, and attitudes. Clarity in learning targets means that the
learning targets (such as knowledge, skills, and products) need to be stated in behavioral terms
and or terms that denote something which can be observed through the behavior of students.

7 | Page

1. A clear learning target anchored on a very solid foundation. Having clear targets
enables us to see if instructor activities we have provided resulted in a bulls eye.
Setting clear and attainable targets will provide good starting point for the
selection of assessment method as the type of learning target determines the
type of selection. The focus of this principle is to determine exactly what you
want your students know or be able to do. A clear learning target enables
teachers to align assessment practices better with the target.
2. Yes, using those three major areas are the track that keeps the learning train on
the right path. These areas serve as a guide for the teachers as well as the
learners for every activity they will undertake. By using those areas will be a
great help for both teachers and learners providing for a better outcomes.
3.
-

ORIGINAL
Knowledge
and
comprehension as the
foundation of higher
order thinking.
The knowledge level
was
changed
to
remembering
Comprehension level
was
changed
to
understanding
Synthesis leve was
changed to creating
and is now at the
highest level.

SIMILARITIES
- Both taxonomies
have six levels of
complexity.
- The taxonomy is
hierarchical which
means
that
complexity
increases as the
hierarchy
goes
up.

REVISED
Understanding
and
remembering as the
foundation of higher
order thinking
Levels/ categories of
thinking are behavior.
Intended to be more
flexible in that it
allows the categories
to overlap.
The knowledge level
was
changed
to
remembering.
The
new
version
described as two
dimensional
with
knowledge
and
cognitive
process
dimension.

8 | Page

4. A. Psychomotor Domain.
An example of a skills-based objective at the level of precision would be at the
end of the training session, learners will be able to insert a cannula into a vein
accurately without causing a haematoma.
-Teaching and learning methods for this domain may well include some
background knowledge (in this case some anatomy and physiology or running
through the range of equipment needed), but for learners to perform this skill
accurately, they need to practise. This may be on models or, with supervision and
feedback, with patients. Assessment of competence would involve a number of
observations, not simply asking the learner to describe what they would do.
b. Affective Domain.
An example at this domain (at the level of responding) might be: at the end of
the communications skills course, learners will be able to demonstrate
awareness of cultural differences in working with actors as simulated patients in
three different clinical scenarios.
-This learning objective focuses on the learners being able to show that they
have understood and can respond to different (pre-defined in this case) cultural
issues with which patients may present. This objective states clearly that learners
are not being expected to demonstrate this awareness outside a simulated
context, so not in the real world of the ward or clinic.
5.
Table 1 shows the appropriateness of various assessment methods for each type
of learning domain. The cognitive domain
Domain

Objective Essay Performance Oral

Observation SelfType
Based
Questioning
report
Cognitive
*****
****
***
****
***
**
Affective
*
**
*****
****
****
*****
Psychomotor *
***
*****
**
*****
***
* objective type of test usually requires students to choose among several options, an
essay test provides freedom to plan their own answer and express it in their own
9 | Page

manner. Objective and essay test most described for the cognitive domain. Affective
focuses on the manner in which the students deal with the things emotionally . the
psychomotor domain involve the physical movement and skills performed with a certain
degree of accuracy and demonstrating an expert level performance.
a. lesson and learning outcomes
-The Fundamentals of Chemistry
-Types of Chemical Reaction
-Atomic Structure
-Chemical periodicity
-Chemical Bonding
The Chemistry Subject Test assesses your understanding of the major concepts
of chemistry and your ability to apply these principles to solve specific problems.
b. domain
Students will gain an understanding of:
a. setting up problems in unit dimensional analysis
b. identifying the variables and the unknowns and setting up problems
c. balancing simple chemical reactions and strategies to balance them
d. naming simple compounds
e. the fundamental properties of atoms, molecules, and the various states of matter
c. REFERENCES
McGraw-Hill Concise Encyclopedia of Chemistry
The Chemist's Ready Reference Handbook by Gershon J. Shugar, 2011.
General Chemistry: Principles, Patterns, and Applications. Saylor
Foundation
Author, A. (date). Title of document [Format description]. Retrieved from http://xxxxxxxxx

10 | P a g e

CHAPTER 3 REFLECTION:
Well-designed assessment can encourage active learning especially when the
assessment delivery is innovative and engaging. Peer andself-assessment, for
instance, can foster a number of skills, such as reflection, critical thinking and selfawareness as well as giving students insight into the assessment process. Discussing
the ways in which you're assessing with your students can also help to ensure that the
aims and goals of your assessments are clear. Utilising assessment that makes use of
technology, such as the use of online discussion forums or electronic submission of
work, can teach students new skills. If you design your assessments well they can also
help to deter plagiarism by reducing the ways in which students can gather and report
information. At the end of the day, taking some time to think about why, what and how
you're going to assess your students is a worthwhile investment of time. It can help
ensure you're assessing the skills and knowledge that you intended and it could open
up new possibilities for different ways to assess your students, some of which may be
more efficient and effective than the current methods you're using.

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1.
Norm referenced test
- compare an
examinees
performance to that
of other examinees.
Standardized
examinations such
as the SAT are normreferenced tests. The
goal is to rank the set
of examinees so that
decisions about their
opportunity for
success (e.g. college
entrance) can be
made.

Similiarities
Both measures
nhow much the
students have
learned.

Criterion- referenced test

- differ in that each
examinees
performance is
compared to a predefined set of criteria
or a standard. The
goal with these tests
is to determine
whether or not the
candidate has the
demonstrated
mastery of a certain
skill or set of skills.
These results are
usually pass or
fail and are used in
making decisions
about job entry,
certification, or
licensure. A national
board medical exam
is an example of a
CRT.

REFLECTION:
An objective test item is defined as one for which the scoring rules are so exhaustive
and specific that they do not allow scorers to make subjective inferences or judgments;
thereby, any scorer that marks an item following the rules will assign the same test
12 | P a g e

score. Objective tests began to be used early in the twentieth century as a means of
evaluating learning outcomes and predicting future achievement, and their high
reliability and predictive validity led to the gradual replacement of the essay test.
One common criticism of objective test items is that students are encouraged toward
rote learning and other surface-processing strategies. Another related criticism is that
objective tests, if used to evaluate the educational attainment of schools, encourage
teachers to place undue emphasis on factual knowledge and disregard the
understanding of students in the classrooms. Some evidence suggests that both are the
case.

1. An objective test is a test in which the obtain score, to a certain degree, is

independent of the scorer/ teacher. It is widely used in standardized tests. Even
periodical tests are often objective type. Objective type of test would increase the
probability that the test would measure what it intends to measure. Objective type
of test usually requires students to choose among several options, an essay test
provides freedom to plan their own answer and express it in their own manner.
13 | P a g e

2.
1.
2.
3.
4.
5.

Completion type
The valence electrons of representative elements are _______.
In the Lewis structure for the OF2 molecule, the number of lone pairs of
electrons around the central oxygen atom is_________.
The electronic structure of the SO2 molecule is best represented as a
resonance hybrid of ____ equivalent structures.
Consider the bicarbonate ion (also called the hydrogen carbonate ion).
After drawing the correct Lewis dot structure(s), you would see:______.
In the ground state of a cobalt atom there are _____ unpaired electrons
and the atom is _____.
Answers:
1. located in the outermost occupied major energy level.
2. 2
3. 2
4. two equivalent resonance forms.
5. 3, paramagnetic

1.
2.
3.
4.
5.

Identification type
Which element has the lowest first ionization energy?
Which element has the highest first ionization energy?
Which of these isoelectronic species has the smallest radius?
What alkaline earth metal is located in period 3?
What salt is formed in the following acid/base reaction?
HClO3 + Ba(OH)2

Answers:
Xe 2. N 3. Sr2+ 4. Sr 5. Ba(ClO3)2
1.
Labeling type

14 | P a g e

Alternative response type

1. T F. For the reaction of a strong acid with a strong soluble base, the net
ionic equation is always H+ + OHH2O

2. T F. "Spectator ions" appear in the total ionic equation for a reaction, but
not in the net ionic equation.
3. T F. HF, HCl, and HNO3 are all examples of strong acids.
4. T F. Titration is a process which can be used to determine the concentration
of a solution.
5. T F. In a neutralization reaction, an acid reacts with base to produce a salt
and H2O.
Answers:
1. T 2. T 3. F 4. T 5. T

Matching type
15 | P a g e

Match each item with the correct statement below.

a.electronegativity
b.ionization energy
c.electrons
d.metal
____1.vertical column in the periodic
table
____2.type of element characterized by
the presence of electrons in the d orbital
____3.type of element characterized by
losing electrons easily

e.transition metal
f.periodic law
g.group
h.period
____4.ability of an atom to attract
electrons when the atom is in a
compound
____5.energy required to remove an
electron from an atom

Multiple choice type

1. Of the following name/symbol combinations of elements, which one
is WRONG?
(a) uranium/U
(b) sulfur/S
(c) nitrogen/N
(d) potassium/K
(e) iron/I
2.
Of the following symbol/name combinations of elements, which one
is WRONG?
(a) C/carbon
(b) B/barium
(c) F/fluorine
(d) N/nitrogen
(e) U/uranium
3.
The chemical symbol for manganese is
(a) Mn
(b) Mo
(c) Ma
(d) Ga
(e) Mg
4.
The number 0.005436 has how many significant figures?
(a) 7
(b) 3
(c) 4
(d) 5
(e) 6
16 | P a g e

5.
The number 10.00 has how many significant figures?
(a) 1
(b) 2
(c) 3
(d) 4
(e) 5
6.
What is the volume of a 2.50 gram block of metal whose density is
6.72grams per cubic centimeter?
(a) 6.8 cubic centimeters
(b)2.69 cubic centimeters
(c 0.0595 cubic centimeters
(d) 0.372 cubic centimeters
(e) 1.60 cubic centimeters
7.
A cube of 1.2 inches on the side has a mass of 36 grams. What is the
density in g/cm3?
(a) 21
(b) 2.2
(c) 30.
(d) 1.3
(e) 14
8.
Nitric acid is a very important industrial chemical: 1.612 x 10 10 pounds of it
were produced in 1992. If the density of nitric acid is 12.53 pounds/gallon,
what volume would be occupied by this quantity? (1 gallon = 3.7854 liters)
(a) 7.646 x 1011 liters
(b) 8.388 x 109 liters
(c) 1.287 x 109 liters
(d) 5.336 x 1010 liters
(e) 4.870 x 109 liters
9.
Identify the INCORRECT statement.
(a) Helium in a balloon: an element
(b) Paint: a mixture
(c) Tap water: a compound
(d) Mercury in a barometer; an element
10.
An unused flashbulb contains magnesium and oxygen. After use,
thecontents are changed to magnesium oxide but the total mass does not
change. This observation can best be explained by the
(a) Law of Constant Composition.
(b) Law of Multiple Proportions.
(c) Avogadro's Law.
(d) Law of Conservation of Mass.
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Answers: 1. (e) 2. (b) 3. (a) 4. (c) 5. (d) 6. (d) 7. (d) 8. (e) 9. (c) 10. (d)

3. A. Multiple Choice type Test Items

1. What alkaline earth metal is located in period 3?
(a Li
(b) Na
(c) Ca
(d) Mg
(e) Sr
2.
Which of the following is classified as a metal?
(a) Ge
(b) As
(c) F
(d) V
(e) Ar
3.
Which of the following is a weak acid?
(a) H2SO4
(b) HClO3
(c) HF
(d) HCl
(e) HNO3
4.
Which one of the following is likely to be the most soluble base?
(a) Ca(OH)2
(b) Cu(OH)2
(c) Ga(OH)3
(d) Zn(OH)2
(e) Zr(OH)3
5.
Which one of the following statements is TRUE?
(a) One mole of any acid will ionize completely in aqueous solution to produce
one mole of H+ ions.
(b) Solutions of weak acids always have lower concentrations of H + than
solutions of strong acids.
(c) There are several common acids that are insoluble.
(d) All of the IA and IIA metal hydroxides are soluble.
(e) All weak acids are insoluble.

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CHAPTER 5 REFLECTION:
Examples of objective tests are multiple choice or true or false, as they contain items
which allow the test taker to select a correct answer from an array of choices.
Subjective tests, also called constructed response tests, require the test taker to form
their own original answer, based on their own understanding of the topic. Given the
freedom of language a subjective test allows, the administrator cannot pre-determine
any one single answer as the only correct response to the item.
Objective type test items can provide the widest sampling of content or objectives per
unit of testing time. The scoring of the test are efficiency and accuracy. It can be the
versatility in measuring all levels of cognitive ability. It was also highly reliable test
scores. Lastly provides an objective measurement of student achievement or ability.

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1. A.
Use of Pictorial Materials
Pictorial materials can serve two useful purposes in interpretive
exercises. (1) They can help measure a variety of learning outcomes similar
to those already discussed simply by replacing the written or tabular data with
a pictorial presentation. This use is especially desirable with younger students
and when ideas can be more clearly conveyed in pictorial form. (2) Pictorial
materials can also measure the ability to interpret graphs, cartoons, maps,
and other pictorial materials. In many school subjects, these are important
learning outcomes in their own right. The following example(s )illustrates the
use of pictorial materials:

Circle the letter that indicates the clock of choice.

What clock shows the time that school starts?
A B C D
What clock shows the time closest to lunch time?
A B C D
What clock shows half past the hour?
A B C D
B. Directions: Assuming that the information below is true, it is possible to
establish other facts using the ones in this paragraph as a basis for
reasoning. This is called drawing inferences.
Write the proper symbol in the space provided. Use only the information given in the
paragraph as a basis for your responses
T if the statement may be inferred as TRUE
F if the statement may be inferred as UNTRUE
N if no inference can be drawn about it from the paragraph
Paragraph A
By the close of the thirteenth century there were several famous universities established
in Europe, though of course they were very different from modern ones. One of the
earliest to be founded was one of the most widely known. This was the University of
Bologna, where students from all countries came who wished to have the best training
in studying Roman Law. Students especially interested in philosophy and theology went
to the University of Paris. Those who wished to study medicine went to the Universities
of Montpellier or Salerno.
Questions on Paragraph A
20 | P a g e

___
___
___
___
___

1.
2.
3.
4.
5.

There were lawsuits between people occasionally in those days.

The professors were poorly paid.
In the Middle Ages people were not interested in getting education.
There were books in Europe at the time.
Most of the teaching in these medieval universities was very poor.

C. Ability to Recognize Warranted and Unwarranted Generalizations

The ability to recognize the validity of generalizations is of central importance in the
interpretation of data. At minimum, students should be able to determine which
conclusions the data support, which data refute, and which data neither support nor
refute. The use of true-false format is shown here in the following example:
Percentage of population between the ages of 25 and 34 who have completed
secondary and higher education, by gender for large industrialized countries:
1989
Males

Females

-----------------------------------------

----------------------------------

Secondary

Higher

Secondary

Higher

Education

Education

Education

Educatio

n
Country
U. S.

85.7

24.9

87.4

23.5

Japan

89.3

34.2

91.8

11.5

Germany

94.5

13.3

88.2

10.3

UK

79.7

12.8

73.7

9.5

France

65.6

8.1

60.4

7.1

Italy

40.9

6.9

41.2

6.5

Canada

82.1

16.9

84.8

15.2

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Directions:
The following statements refer to the data in the table above. Mark each
statement according to the following key.
Circle

S if the statement is supported by the data in the table.

R if the statement is refuted by the data in the table.
N if the statement is neither supported nor refuted by the data.

1. Across all seven countries, the percentage of men between the ages of 25 and
34 who have completed their higher education is greater than the corresponding
percentage of woman.
S

2. College admissions policies give preferential treatment to male applicants

over female applicants.
S

3. When males and females are combined, the U.S. has the second-highest
secondary school completion percentage for young adults between the ages of
25 and 34.
S

Example A (Exercise A) (Use of

Pictorial Materials / Clocks)
1.
2.
3.

A
C
B

Example B (Ability to Recognize

Inferences)
1.

N
2.
3.
4.
5.

N
F
T
N

Example C (Ability to Recognize

Warranted and Unwarranted Gen.)
1.
2.
3.

S
N
R

LEARNING OUTCOMES: to measure the ability to interpret written materials, charts,

graphs, maps, pictures, and other communication media encountered by everyday
22 | P a g e

situations. Second, the interpretive exercise makes it possible to measure more

complex learning outcomes than can be measured with a single objective item. Third,
by having a series of related test items based on a common set of data, greater depth
and breadth can be obtained in the measurement of intellectual skills. Forth, the
interpretive exercise minimizes the influence of irrelevant factual information on the
measurement of complex learning outcomes.
B. I. that are SPECIFIC and relatively EASY to measure

will be able to read and demonstrate good comprehension of text in areas of

the students interest or professional field.

will demonstrate the ability to apply basic research methods in psychology,

including research design, data analysis, and interpretation.

will be able to identify environmental problems, evaluate problem-solving

strategies, and develop science-based solutions.

will demonstrate the ability to evaluate, integrate, and apply appropriate

information from various sources to create cohesive, persuasive arguments, and
to propose design concepts.

Restricted-response questions

Lists, defines, gives reasons

Imposes limitations

Are excellent for comprehension, application and analysis levels

Extended-response questions

Are more open in form and scope

Provides unlimited freedom

Are excellent for synthesis and evaluation levels

II. METHODS IN SCORING ESSAY TESTS
1. It is critical that the teacher prepare, in advance a detailed ideal answer.
2.Student papers should be scored anonymously and that all answersto a given
item be scored one at a time, rather than grading eachtotal separately.

23 | P a g e

3. Decide what factors constitute a good answer before administeringan essay

question.
4.Explain these factors in the test item.
5..Read all the answers to a single essay question before readingother questions
6.Reread essay answers a second time after initial scoring.
2. will be able to identify environmental problems, evaluate problem-solving
strategies, and develop science-based solutions.
Match each item with the correct statement below.
3.
4.
5.
6.

a.electronegativity
b.ionization energy
c.electrons
d.metal

7. e.transition metal
8. f.periodic law
9. g.group
10. h.period

24 | P a g e

11. ____1.vertical column in the periodic table

12. ____2.type of element characterized by the presence of electrons in the d
orbital
13. ____3.type of element characterized by losing electrons easily
14. ____4.ability of an atom to attract electrons when the atom is in a compound
15. ____5.energy required to remove an electron from an atom
16.
17.
18. REFLECTION:
19. Interpretive exercise questions consist of a series of selective response items
based on a common set of introductory material. The introductory material
may be in the form of written materials, tables, charts, graphs, maps or
pictures.
20. These questions are the hardest to write, because you have to find novel
introductory material related to your unit of instruction that works and is
important.

21.

Essay exams are a useful tool for finding out if you can sort through a
large body of information, figure out what is important, and explain why it is
important. Essay exams challenge you to come up with key course ideas and
put them in your own words and to use the interpretive or analytical skills
youve practiced in the course.
22.
23.

24.

1.

25.
26.
27.

28.
29.
30.

31.

32.

2.
a. Primary purpose
33. To document the achievement, effort and the progress.
34. To preserve successful.
35. To assess students achievement, effort and progress.
36. To help students learn to assess their own work.
37. To report student achievement, effort and progress.
38. To assist with student placement or course selection.
39. To document or encourage the diversity in student learning.
40.
b. List the key learning outcomes you want to target for your
students. List the broad or specific categories for portfolio entries you have
identified. Identify the possible criteria for assessing the portfolio entries that are
appropriate for the above learning outcomes. Narrow your list of criteria to a
workable number. You must develop a rubric for criteria.
41.
c. Every portfolio should have the content, objectives, quality of
entries, presentation of entries, and promptness.
42.
d. implementing portfolio assessment have weaknesses. Increase
the workload for the part of the teacher. Interfere with teaching and learning by
decreasing instructional time. Interfere with teaching and learning by not

achieving closure on assignments. It may lead to inappropriate teacher behavior

also to grading controversies.
43.

CHAPTER 7 REFLECTION:
44. Many educators have come to recognize that alternative assessments are an
important means of gaining a dynamic picture of students' academic and
linguistic development. The Alternative assessment refers to procedures and
techniques which can be used within the context of instruction and can be
easily incorporated into the daily activities of the school or classroom. It is
particularly useful with English as a second language student because it
employs strategies that ask students to show what they can do. In contrast to
traditional testing, students are evaluated on what they integrate and produce
rather than on what they are able to recall and reproduce. Although there is
no single definition of alternative assessment, the main goal is to gather
evidence about how students are approaching, processing, and completing
real-life tasks in a particular domain. Alternative assessments generally meet
the following criteria. It Focus is on documenting individual student growth
over time, rather than comparing students with one another. Emphasis is on
students' strengths (what they know), rather than weaknesses (what they
don't know). Consideration is given to the learning styles, language
proficiencies, cultural and educational backgrounds, and grade levels of
students. Alternative assessment includes a variety of measures that can be
adapted for different situation.
45.
46.
47.
48.
49.
50.
51.
52.
53.
54.

55.
56.
57.

1)
a. Teacher store soft copies of tests. They use spreadsheets programs such as MS
Excel. B test items could be stored, copied, and pasted. Different cells in the
spreadsheet used to store information regarding the items thus allowing both
sides of an item to be stored together.
b. Conducting the test item by analyzing each item based in its ability to distinguish
high and low performing student which gives primary emphasis on the difficulty of
the teat items.
c. Teacher does not lessen the test anxiety of the students and not implementing
measures for avoiding cheating. Teacher sometimes giving unnecessary hint or
clues directly about the correct answer to students who ask clarifications about
individual test items. Some student interrupted .
58.
2) Guessing behavior is an important topic with regard to assessing proficiency on
multiple choice tests, particularly for examinees at lower levels of proficiency due
to greater the potential for systematic error or bias which that inflates observed
test scores. Methods that incorporate a correction for guessing on high-stakes
tests generally rely on a scoring model that aims to minimize the potential benefit
of guessing. In some cases, a formula score based on classical test theory (CTT)
is applied with the intention of eliminating the influence of guessing from the
number-right score (e.g., Holzinger, 1924). However, since its inception,
significant controversy has surrounded the use and consequences associated
with classical methods of correcting for guessing. More recently, item response
theory (IRT) has been used to conceptualize and describe the effects of
guessing. Yet CTT remains a dominant aspect of many assessment programs,
and IRT models are rarely used for estimating proficiency with MC items where
guessing is most likely to exert an influence. Although there has been
tremendous growth in the research of formal modeling based on IRT with respect
to guessing, none of these IRT approaches have had widespread application.
This dissertation provides a conceptual analysis of how the correction for
guessing works within the framework of a 3PL model, and two new guessing
correction formulas based on IRT are derived for improving observed score
estimates. To demonstrate the utility of the new formula scores, they are applied
as conditioning variable in two different approaches to DIF: the Mantel-Haenszel

and logistic regression procedures. Two IRT formula scores were developed
using Taylor approximations. Each of these formula scores requires the use of
sample statistics in lieu of IRT parameters for estimating corrected true scores,
and these statistics were obtained in two different ways that are referred to as the
pseudo-Bayes and conditional probability methods. It is shown that the IRT
formula scores adjust the number-correct score based on both the proficiency of
an examinees and the examinees pattern of responses across items. In two
different simulation studies, the classical formula score performed better in terms
of bias statistics, but the IRT formula scores had notable improvement in bias
and r2 statistics compared to the number-correct score. The advantage of the
IRT formula scores accounted for about 10% more of the variance in corrected
true scores in the first quartile. Results also suggested that not much information
lost due to the use of Taylor approximation. The pseudo-Bayes and conditional
probabilities methods also resulted in little information loss. When applied to DIF
analyses, the IRT formula scores had lower bias in both the log-odds ratios and
type 1 error rates compared to the number-corrected score. Overall, the IRT
formula scores decreased bias in the log-odds ratio by about 6% and in the type
1 error rate by about 10%.
59.
60. REFLECTION:
61. Standardized tests are designed to be administered under consistent
procedures so that the test-taking experience is as similar as possible across
examinees. This similar
62. experience increases the fairness of the test as well as making examinees'
scores more
63. directly comparable. Typical guidelines related to the test administration
locations state
64. that all the sites should be comfortable, and should have good lighting,
ventilation, and
65. handicap accessibility. Interruptions and distractions, such as excessive
noise, should be prevented. The time limits that have been established should
be adhered to for all test administrations. The test should be administered by
trained proctors who maintain a
66. positive atmosphere and who carefully follow the administration procedures
that have
67. been developed. The obvious point of classroom tests is to see what the
students have learned after the completion of a lesson or unit. When the
classroom tests are tied to effectively written lesson objectives, the teacher
can analyze the results to see where the majority of the students are having
problems with in their class. These tests are also important when discussing
student progress at parent-teacher conferences. Another use of tests is to
determine student strengths and weaknesses. One effective example of this
is when teachers use pretests at the beginning of units in order to find out

what students already know and where the teacher's focus needs to be.
Further, learning style and multiple intelligences tests help teachers learn how
to best meet the needs of their students through instructional techniques.
68.
69.
70.
71.
72.
73.
74.
75.

1.
76.

a. A correlation coefficient is a statistical summary of the relation

between two variables. Validity is described as a unitary concept or property that

can have multiple forms of evidence. Whether a test is valid or invalid does not
depend on the test itself, but rather, validity depends on how the test results are
used. For example, a statistics quiz may be a valid way to measure
understanding of a statistical concept, but the same quiz is not valid if you intend
to assign grades in English composition based on it. This situation may seem to
be quite farfetched, but educators and politicians who do not carefully investigate
the properties of a quantitative measurement may be making serious mistakes
when basing decisions on the data. Here are some of the forms of evidence of
validity that are presented in the text - there are others that you may encounter.
77.

b. Measurements are reliable to the extent that they are repeatable

and that any random influence which tends to make measurements different from
occasion to occasion or circumstance to circumstance is a source of
measurement error. (Gay) Reliability is the degree to which a test consistently

measures whatever it measures. Errors of measurement that affect reliability are

random errors and errors of measurement that affect validity are systematic or
constant errors.
78.

c. correlation coefficients in both reliability and validity analysis can

be influenced by many factors such as: inappropriateness of the test items ,

directions of the test items, reading vocabulary and sentence structure,
2.

Test score improvement has been the major concern in nearly all extant studies
of special preparation or "coaching" for tests. Recently, however, logical analyses
of the possible outcomes and implications of special test preparation have
suggested that the issue of test score effects is but one aspect of the controversy
surrounding coaching; the impact of special preparation on test validity is an
equally germane consideration. Though the assumption is sometimes made that
coaching can serve only to dilute the construct validity and impair the predictive
power of a test, some kinds of special preparation may, by reducing irrelevant
sources of test difficulty, actually improve both construct validity and predictive
validity.

79.

Validity:

80.

Very simply, validity is the extent to which a test measures what it is supposed to
measure. The question of validity is raised in the context of the three points
made above, the form of the test, the purpose of the test and the population for
whom it is intended. Therefore, we cannot ask the general question Is this a
valid test?. The question to ask is how valid is this test for the decision that I

need to make? or how valid is the interpretation I propose for the test? We can
divide the types of validity into logical and empirical.
81.

Content Validity:

82.

When we want to find out if the entire content of the behavior/construct/area is

represented in the test we compare the test task with the content of the behavior.
This is a logical method, not an empirical one. Example, if we want to test
knowledge on American Geography it is not fair to have most questions limited to
the geography of New England.

83.

Face Validity:

84.

Basically face validity refers to the degree to which a test appears to measure
what it purports to measure.

85.

Criterion-Oriented or Predictive Validity:

86.

When you are expecting a future performance based on the scores obtained
currently by the measure, correlate the scores obtained with the performance.
The later performance is called the criterion and the current score is the
prediction. This is an empirical check on the value of the test a criterionoriented or predictive validation.

87.

Concurrent Validity:

88.

Concurrent validity is the degree to which the scores on a test are related to the
scores on another, already established, test administered at the same time, or to
some other valid criterion available at the same time. Example, a new simple

test is to be used in place of an old cumbersome one, which is considered useful,

measurements are obtained on both at the same time. Logically, predictive and
concurrent validation are the same, the term concurrent validation is used to
indicate that no time elapsed between measures.
89.

Construct Validity:

90.

Construct validity is the degree to which a test measures an intended

hypothetical construct.

Many times psychologists assess/measure abstract

attributes or constructs. The process of validating the interpretations about that

construct as indicated by the test score is construct validation. This can be done
experimentally, e.g., if we want to validate a measure of anxiety. We have a
hypothesis that anxiety increases when subjects are under the threat of an
electric shock, then the threat of an electric shock should increase anxiety scores
(note: not all construct validation is this dramatic!)
91.

A correlation coefficient is a statistical summary of the relation between two

variables. It is the most common way of reporting the answer to such questions
as the following: Does this test predict performance on the job? Do these two
tests measure the same thing? Do the ranks of these people today agree with
their ranks a year ago?

92.

(rank correlation and product-moment correlation)

93.

According to Cronbach, to the question what is a good validity coefficient? the

only sensible answer is the best you can get, and it is unusual for a validity
coefficient to rise above 0.60, though that is far from perfect prediction.

94.

All in all we need to always keep in mind the contextual questions: what is the
test going to be used for? how expensive is it in terms of time, energy and
money? what implications are we intending to draw from test scores?
95.
96.
97.3.

98.r= 0.72
1.

2. scores on
the Teacher
made Test

3. Scores on the
Standardized
Test

7.
8. 44

23.
1

24.
7

28.
3

29.
1

30.
7

34.
3

35.
1

36.
6

40.
3

41.
1

42.
7

46.
3

47.
1

48.
7

52.
3

53.
1

54.
7

58.
2

59.
1

60.
6

64.
3

65.
1

66.
7

70.
3

71.
1

72.
7

63.89

67.
T
68.378

22.
2

57.80

61.
62.41

18.
7

51.87

55.
56.32

17.
1

45.88

49.
50.37

16.
2

39.84

43.
44.39

12.
7

33.83

37.
38.37

11.
1

27.85

31.
32.38

10.
3

21.84

25.
26.40

6.
y

15.85

19.
20.35

5.
x

9. 87

13.
14.35

4.
x

69.852

99.
100.
101.

102.

4.
Two forms are created by
splitting the questions on
the test randomly before
administration of the forms

103.

ISpt
ri
ah
-a
Cf
oM
nshe
so
ed
n
c

nSpI
tl
et
rh
na
al
ClMe
ot
nh
so
sd
te
n
c
y

measure of how well

the items on the test
measure the same
construct or idea.

104.
105.

f
-

l
l

WAYS OF
ESTABLIS
HING
RELIABILI
TY

i
t

measure of
consistency where a
test is split in two and
the scores for each
half of the test is
compared with one
another.

5. Write longer tests. Instructors often want to know how many items are

needed in order to provide reliable measurement. It is not easy to answer this

question, because it depends on the quality of the items, the difficulty of the
items, the range of the scores, and other factors. The best advice is to include
as many questions as you think the students can complete in the testing time
available. Around 40 multiple choice questions would seem an appropriate
number for a regular class period.
106. Pay more attention to the careful construction of the test questions.
Phrase each question clearly so that students know exactly what you want.
Try to write items that discriminate among good and poor students and are of
an appropriate difficulty level. Start planning the test and writing the items
well ahead of the time the test is to be given. A test written hurriedly at the last
minute is not likely to be a reliable test.

107.

Write clear directions and use standard administrative procedures.

Because students' grades are dependent on the scores they receive on

classroom tests, teachers should strive to improve the reliability of their tests.
The over-all reliability of classroom assessment can be improved by giving
more frequent tests. The composite based on scores from several tests 2 and
quizzes typically has higher reliability than the individual components. The
positive and negative errors for individual students tend to even out over a
semester.
108. 6. The split-half method assesses the internal consistency of a test, such
as psychometric tests and questionnaires. There, it measures the extent to
which all parts of the test contribute equally to what is being measured.
109. This is done by comparing the results of one half of a test with the results
from the other half. A test can be split in half in several ways, e.g. first half and
second half, or by odd and even numbers. If the two halves of the test provide
similar results this would suggest that the test has internal reliability.
110.

CHAPTER 9 REFLECTION:
111. Reliability is a key prerequisite to achieving test or questionnaire validity.
Both precision and accuracy are crucial in interpreting a score. For example,
a reliable score is one that will give you the same/close score every time you
do a test. However, even though the score is precise to a particular value, the
real value may be far from the desired target. That is why reliability alone is
not enough. If a score is not reliable nor valid, then there may be an issue
with the actual test itself, hence why a highly reliable and valid tool is
considered trusted as it is used for general and interpretation.
112. Achievement tests at the end of a term should reflect progress, not
failure. They also enable students to assess the degree of success of teaching
and learning and to identify areas of weakness & difficulty. Progress tests can
also be diagnostic to some degree.
113.
114.
115.

116.
117.
118.
119.
120.
121.
122.
123.
124.
125.
126.
127.
128.
129.
130.
131.
132.
133.
134.
135.
136.
137.

138.
139. 1. A histogram is a plot that lets you discover, and show, the underlying
frequency distribution (shape) of a set of continuous data. This allows the
inspection of the data for its underlying distribution (e.g., normal distribution),
outliers, skewness, etc. Notice that, unlike a bar chart, there are no "gaps"
between the bars (although some bars might be "absent" reflecting no
frequencies). This is because a histogram represents a continuous data set,
and as such, there are no gaps in the data (although you will have to decide
whether you round up or round down scores on the boundaries of bins). The
major difference is that a histogram is only used to plot the frequency of score
occurrences in a continuous data set that has been divided into classes,
called bins. Bar charts, on the other hand, can be used for a great deal of
other types of variables including ordinal and nominal data sets.
140.

2.

141. Basically, with data in graphical form, you can easily report trends, in a
quick way. Besides...I'm sure that you want to show either a trend or

randomness of your data. Graphs show this quickly. Tables of data are not as
easy to see trends or randomness, especially over long periods of time.
142. Plus it makes it more exiting to look at, makes your reports more compact,
and gets teh point across quickly and concisely.
143. No one really wants to read boring tables of data. Keep it on hand, or you
can add it in the appendix, in case someone questions your data, or if it has
more info that you have not put on the graph.
144.

3. a. Enter your data into the spreadsheet in a table format.

145. b. Select the cells that contain the information that you want to appear in
the bar graph.
146. c. Press the F11 button on your keyboard. This will create your bar graph
on a "chart sheet." A chart sheet is basically a spreadsheet page within a
workbook that is totally dedicated to displaying your graph.
147.

d. Use the Chart wizard Click insert then chart, if F11 doesn't work.

148. e. On the Chart toolbar, which appears after your chart is created, click on
the arrow next to the Chart Type button and click on the Bar Chart button..
149.

f. You can also create a pie chart.

150.

REFLECTION:

151. All assessments require evidence of the reasonableness of the proposed

interpretation, as test data in education have little or no intrinsic meaning. The
constructs purported to be measured by our assessments are important to
students, faculty, administrators, patients and society and require solid
scientific evidence of their meaning. It is important to keep your evaluation
information organized. Depending on your needs and available resources,
you may want to create a database or spreadsheet to organize your data.
Readily available computer programs, such as Excel and Access, may be
useful.
152.
Analyzing data includes determining how to organize, synthesize,
interrelate, compare, and present the assessment results. These decisions
are guided by what assessment questions are asked, the types of data that
are available, as well as the needs and wants of the audience/stakeholders.
Since information may be able to be interpreted in various ways, it may be
insightful to involve others in reviewing the results. Discussing the data in
groups will result in greater understanding often through different
perspectives.
153.
154.

155.
156.
157.
158.
159.
160.
161.
162.
163.
164.
165.
166.
167.
168.
169.
170.
171.
172.
173.
174.
175.
176.
177.
178.

179.
1. A measure of central tendency is a single value that attempts to describe a
set of data by identifying the central position within that set of data. As such,
measures of central tendency are sometimes called measures of central
location. They are also classed as summary statistics. The mean (often called
the average) is most likely the measure of central tendency that you are most
familiar with, but there are others, such as the median and the mode. The
mean, median and mode are all valid measures of central tendency, but
under different conditions, some measures of central tendency become more
appropriate to use than others. In the following sections, we will look at the
mean, mode and median, and learn how to calculate them and under what
conditions they are most appropriate to be used.
2. The mean uses every value in the data and hence is a good representative of
the data. The irony in this is that most of the times this value never appears in
the raw data. Repeated samples drawn from the same population tend to
have similar means. The mean is therefore the measure of central tendency

that best resists the fluctuation between different samples. It is closely related
to standard deviation, the most common measure of dispersion.
3. An important use of statistics is to measure variability or the spread of data.
For example, two measures of variability are the standard deviation and the
range. The standard deviation measures the spread of data from the mean or
the average score. Once the standard deviation is known other linear
transformations may be conducted on the raw data to obtain other scores that
provide more information about variability such as the z score and the T
score. The range, another measure of spread, is simply the difference
between the largest and smallest data values. The range is the simplest
measure of variability to compute.
4. The scores of students in a regular class have more variation in a periodical
test. The terms variability, spread, and dispersion are synonyms, and refer to
how spread out a distribution is. Just as in the section on central tendency
where we discussed measures of the center of a distribution of scores,
180.
181.
182.
183.
184.

CHAPTER 11 REFLECTIONS:
185. Measures of central tendency are useful, but statistics actually relies
more on the other type of summary statistics: measures of dispersion
(variation). Measures of Central Tendency is a measure of central tendency is a
single score that best represents an entire set of scores. The measures of
central tendency include the mode, the median, and the mean. Mode The mode
is the most frequently occurring score in a set of scores. In the frequency
distribution of exam scores discussed, the mode is 90. If two scores occur
equally often, the distribution is bimodal. If the data set is made up of a counting
of categories, then the category with the most cases is considered the mode.
For example, in determining the most common academic major at your school,
the mode is the major with the most students. The winner of a presidential
primary election in which there are several candidates would represent the
mode--the person selected by more voters than any other. The mode can be
the best measure of central tendency for practical reasons. Imagine a car
dealership given the option of carrying a particular model, but limited to
selecting just one color. The dealership owner would be wise to choose the

modal color. Mean The mean is the arithmetic average, or simply the average,
of a set of scores. You are probably more familiar with it than any other
measure of central tendency. You encounter the mean in everyday life
whenever you calculate your exam average, batting average, gas mileage
average, or a host of other averages. The mean of a sample is calculated by
adding all the scores and dividing by the number of scores.
186.
187.
188.
189.
190.
191.
192.
193.
194.
195.
196.
197.
198.
199.
200.
201.
202.
203.
204.

205.
206. 1.
207. a. Group 1: A Gaussian distribution has a kurtosis of 0.
208. Group 2: An asymmetrical distribution with a long tail to the right (higher
values) has a positive skew.
209. Group 3: n asymmetrical distribution with a long tail to the left (lower
values) has a negative skew.
210.
211. Group 4: A symmetrical distribution has a skewness of zero.
212. Group 5 : A flatter distribution has a negative kurtosis, A distribution more
peaked than a Gaussian distribution has a positive kurtosis.
213. b. group 1 : the distribution formed by these averages would be normal.

214. group 2: A positive skew means that the extreme data results are larger.
This skews the data in that it brings the mean (average) up. The mean will be
larger than the median in a skewed data set. The performance is poor.
215. group 3: A negative skew means the opposite: that the extreme data
results are smaller. This means that the mean is brought down, and the
median is larger than the mean. The performance of the student is good.
216. group 4: Scores are fairly evenly spread out.
217. group 5: Scores cluster around a particular point
218. c. Group 1 or the BELL SHAPED CURVE because bell curve grading
assigns grades to students based on their relative performance in comparison to
classmates' performance, the term "bell curve grading" came, by extension, to be
more loosely applied to any method of assigning grades that makes use of
comparison between students' performances, though this type of grading does
not necessarily actually make use of any frequency distribution such as the bellshaped Normal distribution. In true use of bell curve grading, students' scores are
scaled according to the frequency distribution represented by the Normal curve.
The instructor can decide what grade occupies the center of the distribution. This
is the grade an average score will earn, and will be the most common.
219.
220.

REFLECTION:

221. The shape of the distribution is important to understand when discussing a

set of data. The shape of the distribution becomes extremely important when
one starts using inferential statistics. The main type of distribution is called a
normal distribution. If the data does not create a normal distribution it is
important to know its kurtosis and skew.
222.

223.
224.
225.
226.
227.
228.
229.
230.
231.
232.
233.

1.
2. None
3. A. =(85-90)/10 = -0.5
B. =(45-55)/5 = -2
Relatively better is B.
4. A. =(144-128)/34 =0.470588
B. =(90-86)/18 = 0.222222
C. = =(18-15)/5 =0.6
The highest relative score is C.

234.
5. If you add percentages, you will see that approximately:
a. 68% of the distribution lies within one standard deviation of the mean.
235. b. it is sometimes useful to round off and use 2 rather than 1.96 as the number of
standard deviations you need to extend from the mean so as to include 95% of the
area.
236. c. -99.7% of the distribution lies within three standard deviations of the mean.
237. d. 99.7% of the distribution lies within three standard deviations of the mean.
238. e. 95.4%
239.
240.
241.
242.
243.
244.
245.
246.
247.
248.
249.
250.
251.
252.
253.
254.
255.
256.
257. REFLECTION:
258.

Assessments are not valid or invalid; rather, the scores or outcomes of

assessments have more or less evidence to support (or refute) a specific

interpretation (such as passing or failing a course). Validity is approached as
hypothesis and uses theory, logic and the scientific method to collect and
assemble data to support or fail to support the proposed score interpretations,
at a given point in time. Data and logic are assembled into arguments--pro
and con--for some specific interpretation of assessment data. Examples of
types of validity evidence, data and information from each source are
discussed in the context of a high-stakes written and performance
examination in medical education.
259.

All assessments require evidence of the reasonableness of the proposed

interpretation, as test data in education have little or no intrinsic meaning. The

constructs purported to be measured by our assessments are important to

students, faculty, administrators, patients and society and require solid

scientific evidence of their meaning.
260.
261.
262.
263.
264.
265.
266.
267.
268.
269.
270.
271.
272.
273.
274.

275.
276. 1. The new grading policy has several implications for both students
and faculty. Here are some things that you and your students may want to
consider. A student is graded on the basis of certain predefined criteria and
those criteria alone. These criteria may not necessarily represent the entire
range of a student's abilities and qualities. This brings in the entire debate
about standardized assessments vs individualized assessments. The
grading system brands a student with a label for life. His grades come to
form his image of himself as a smart/ average/dull student. Needless to say,
the implications of this run very deep. A student becomes more focused on
what will get him / her higher grades than to focus on learning a particular
topic.
277. 2. Yes, This system is designed with two things in mind: first, making sure
that passing semester grades in one musicianship course reflect readiness
for the next course in the sequence as much as possible; and second, giving
you feedback throughout the semester that is transparent and helps you
along the way to achieving the course objectives.

278. I strongly believe that final grades should reflect understanding, mastery,
and readiness to go on, not behavior (showing up on time and turning in
worksheets) or the ability to play the game of school. I also strongly believe
that grades throughout the semester should largely be information
information on where you are succeeding and where you need to focus extra
attention or seek help. Criterion-referenced grading does both of those things.
279.
280. 3. Grades may not reflect absolute performance score compared to
specified performance standards. Criterion-referenced grading may not
seeks to make final grades line up as much as possible with student mastery
of the material and course objectives. The final grade is not an average of
grades received throughout the semester, but a measure of how successful
the student has been by the end of the semester in reference to the course
objectives laid out in the syllabus.
281. 4. The said DepEd issuance namely, DepEd Order No. 8 s.2015 is
entitled Policy Guidelines on Classroom Assessment for the K to 12 Basic
Education Program. A new grading system will be used in assessing new
learners and was described to be as a standard and competency-based
grading system. Grades will be based on the weighted raw score of the
learners summative assessments.
282. the teachers will now adapt the new grading system for k to 12 as the
previous K to 12 grading system has fewer components Written Work,
Performance Tasks, and Quarterly Assessment. The KPUP (Knowledge,
Performance, Understanding and Product) Grading System will now be
replaced.
283. 5. The new grading system will be used in assessing new learners
and was described to be as a standard and competency-based grading
system. Grades will be based on the weighted raw score of the learners
summative assessments. Accordingly, as stated in the said issuance, The
minimum grade needed to pass a specific learning area is 60, which is
transmuted to 75 in the report card. The lowest mark that can appear on the
report card is 60 for Quarterly Grades and Final Grades. The KPUP
(Knowledge, Performance, Understanding and Product) Grading System will
now be replaced. Grades or marks form a big influential element in a
student's life. Grades benefit education in best possible interest of a student
and his or her learning ability. Despite of having the opposing viewpoints, it
seems some kind of outside reward is almost always expected. Backbone
can be used as a metaphor for grade in the academic society. It acts a
motivational factor for students to get a better grade. In turn, these grades
promote competition between students, as far as grade points averages are
concerned.

284. Many public or private schools are transitioning to standard-based

grading system which rates a student's proficiency in individual standardbased skills. It has largely eliminated the marks system drawbacks and by its
reaping benefits.
285.
286. REFLECTION:
287. Grading and reporting are not essential to the instructional process.
Teachers do not need grades or reporting forms to teach well, and students
can and do learn many things well without them. It must be recognized,
therefore, that the primary purpose of grading and reporting is other than
facilitation of teaching or learning. At the same time, significant evidence
shows that regularly checking on students' learning progress is an essential
aspect of successful teachingbut checking is different from grading.
Checking implies finding out how students are doing, what they have learned
well, what problems or difficulties they might be experiencing, and what
corrective measures may be necessary. The process is primarily a diagnostic
and prescriptive interaction between teachers and students. Grading and
reporting, however, typically involve judgment of the adequacy of students'
performance at a particular point in time. As such, it is primarily evaluative
and descriptive. When teachers do both checking and grading, they must
serve dual roles as both advocate and judge for students roles that are not
necessarily compatible. Ironically, this incompatibility is usually recognized
when administrators are called on to evaluate teachers, but it is generally
ignored when teachers are required to evaluate students. Finding a
meaningful compromise between these dual roles is discomforting to many
teachers, especially those with a child-centered orientation.
288.