ASSESSMENT

OF
LEARNING 2
(EDUC.7b)
EXERCISE 1.1
A. CLASSIFY THE COGNITIVE OBJECTIVES BELOW IN
TERMS OF BLOOM’S TAXONOMY.

1. To identify the parts of a flower.

Knowledge
2. To enumerate the characteristics of a good test.
Knowledge
3. To determine the function of a predicate in a sentence.
Comprehension
4. To summarize the salient features of a good essay.
Synthesis
5. To use the concept of ratio and proportion in finding the height of a building.
Application
6. To name the past Presidents of the Philippines.
Knowledge
7. To determine the sufficiency of information given to solve a problem.
Comprehension
8. To identify the resulting product of a chemical reaction.
Analysis
9. To select a course of action to be taken in the light of possible consequences.
Evaluation
10. To enumerate the parts of a cell.
 Knowledge

B. FOR EACH OF THE LESSONS BELOW, WRITE AT

LEAST FIVE (5) LEARNING TARGETS FOLLOWING
BLOOM’S TAXONOMY.

1. Construction of a compound English sentence

 To define what is an English compound sentence
 To construct examples of an English compound sentence
 To differentiate compound English sentence to simple
English sentence
 To create their own paragraph consisting of an English
compound sentences
 To identify conjunction use in construction an English
compound sentences

2. The three branches of the Philippine government

 To determine the corresponding function of each branches of
the Philippine government
 To identify the three (3) branches government of the
Philippine
 To relate the connections of the functions of each branches of
the Philippine government to each other
 To enumerate the positions allotted on each branches of the
Philippine Government to work productively in the country
  To construct their own diagram of the basic structure of each
branches Philippine Government and labeled it with
corresponding purposes in terms of maintain the harmony
and peace of leading the country

3. The animal cell

 To enumerate the basic structure components of the animal cell
structure
 To identify the corresponding purposes of each component of
the animal cell
 To differentiate the structure of an animal cell to a plant cell
 To summarize the process of cell division in the animal cell
 To generate their understanding of the components purposes in
utilizing energy in an animal cell

4. Reading musical notes in key of G

 To read musical notes in key of G
 To locate the key signature of G in the illustration of musical
notes
 To play the key of G notes in a certain song
 To decode key signatures according to shapes and flats for easy
recalling of the notes
 To play the key of G notes in a certain song

5. Rules in playing basketball

 To enumerate the rules in playing basketball
 To appreciate how a one’s team earns score and get fouls in
playing basketball
 To play basic skills in basketball without disregarding the rules
 To apply simple tactics in favor with the rules of playing
basketball
  To organize simple defensive and offensive play to avoid
abiding the rules of playing basketball

C. WRITE AT LEAST FIVE (5) SKILLS AND THREE (3)

COMPETENCIES INVOLVED IN BAKING A CAKE.

5 SKILLS
 Estimating the appropriate quantities of ingredient to be used.
 Measuring the correct pan sizes and type.
 Using the correct oven temperature to bake the cake.
 Budgeting the available money to bake a delicious cake
 Choosing the appropriate shape design and measurement of
the desired look of the cake.

3 COMPETENCIES
 To manage your own bake shop.
 To decorate cake and maintain its delicious taste.
 To bake other sweets and create your own recipe.
EXERCISE 1.2

A. DISCUSS THE APPROPRIATENESS OF THE FOLLOWING

ASSESSMENT METHODS:

1. Objective tests- actually using objective tests, is

appropriate in testing all the hierarchy of educational
objectives and in spite of that, the students could be
engage in developing (HOTS) Higher Order of Thinking
Skills.

2. Essay tests- here in essay test, it is appropriate to use

when the teacher wants to reveal how well students can
recall, organize, and clearly communicate previously
learned information. When well written, essays tests call
on such higher- level abilities as analysis, synthesis, and
evaluation. Because of these demands, students are more
likely to try to meaningfully learn the material over which
they are tested.

3. Performance tests- it is appropriate to use when the

teacher aims to assess how well students use foundational
knowledge to perform complex tasks under more or less
realistic conditions.
4. Oral questioning- it is appropriate to use when the teacher
aims to assess the student’s stock knowledge and to
determine the student’s ability to communicate ideas in
coherent verbal sentences.

5. Self reports- it is appropriate to use when the teacher aims

objective is to diagnose or to appraise the performance of
students from the point of view of the student themselves.
Self- report approach to measurement of communication
competence is examined. It is concluded that self- reports
have little validity as indicants of competent communicative
performances but may serve as useful measures of self-
perceptions which may function as precursors of
communicative choices.

6. Observational reports- it is appropriate to use when the

teacher aims is to supplement an assessment method when
used in conjunction with oral questioning and performance
tests.

7. Product reports- it is the assessment which is talk about the

end result of the students learning. Hence, it is appropriate to
use when the teacher’s objective is to assess the projects and
work of the students. Then here they have a particular level
or procedures that we need to followed 1st the beginner, 2nd
skilled and 3rd is the expert this procedures help you to better
know the statues or expectation for your students.
B. IF YOU WERE TO UTILIZE ALL THESE PROCEDURES, HOW
WOULD YOU PUT WEIGHTS ON EACH OF THE PROCEDURE
EXPLAIN YOUR ANSWER.

If I am going to weight the level of difficulties in utilizing the assessment

methods, the most difficult among these is the oral questioning, while the most
easiest to implement is the objective test. And if I am going to rank there weights
according to its difficulties, these would be the ranking:

7th Essay test

6th Self reports
5th Observational reports
4th Product test
3rd Performance test
2nd Oral questioning
1st Objective test

I rank them like this because; I base it on the level of difficulties in terms of
execution and evaluating the outcome. And I find the objective as the easiest
among the procedures, because it usually practices the lowest rank among the
cognitive domain. Second among the easiest is the oral questioning, though it will
be difficult for those student, who don’t practice speaking in front of the class, it
will be easy for the teacher to test the student’s alertness in answering a specific
question. Then the third is the performance test, I rank it 3rd because it is very
practical on the part of the teacher, who could fit their test in this kind of
assessment because it is really tangible in terms of evaluating the student’s
outcome for a certain topic. Next is the product report, because it is a somewhat
closer in the performance test, because it assess the projects and work of the
students. Then the observational report it is difficult for me, I cannot entirely rely
on my observation to assess the students. While second to the last is self report,
and here the same reason with the observational report, it is not reliable because it
may cause biases. Lastly is the essay test, well for me it is the most difficult
because I see that the diverse perception of the learner would be the hindrance
when I assess the learner’s ability.
CHAPTER EXERCISES

A. IN THE COGNITIVE DOMAIN, DISCUSS THE

FOLLOWING HIERARCHY OF EDUCATIONAL TARGETS:

1. Knowledge- this cognitive domain only concentrates merely in

“Acquisition of facts” or simply memorizing concepts, that is
why it is lowest rank among the cognitive domains.
2. Comprehension- this cognitive domain is place second in the
rank because the student’s learning involves understanding,
understanding of the relationship of those facts that he acquires.
3. Application- this cognitive domain provides the learner to
transfer the knowledge that he acquire in to one field to another
(from one idea to another)
4. Analysis- this cognitive domain refers to “Breaking down of
concept into components” meaning the child analyzes a specific
concept by parts and explains it using the concept of its parts.
5. Synthesis- this cognitive domain is the opposite of analysis
because the learner puts together components to summarize the
concept. And this cognitive helps the student to be independent in
a summarizing the concept through logic.
6. Evaluation- this cognitive domain is the highest rank because
here the learner is responsible to put the “worth” of a concept or
principle, meaning the learner is engage to develop HOTS
(Higher Order of Thinking Skills)

B. SUPPOSE THAT YOU WISH TO TEACH THE CONCEPT

OF “ADDITION OF SIMILAR FRACTIONS” IN
 ELEMENTARY MATHEMATICS. WRITE ONE
OBJECTIVE FOR EACH OF THE FOLLOWING:

1. Knowledge- To identify similar fractions

2. Comprehension- To differentiate similar fractions to
dissimilar fractions
3. Application- To solve decimal problems using the concept of
adding similar fractions by converting the decimal into
fraction form
4. Analysis- To add numerator and the denominator of a similar
fraction separately to get the final answer
5. Synthesis- To integrate the knowledge of adding similar
fraction in order to solve a problem

C. CONSTRUCT A PERFORMANCE CHECKLIST FOR

ASSESSING THE PERFORMANCE OF A STUDENT IN
EACH OF THE FOLLOWING:

1. Using MSWORD in typing

 Identifying the functions of the tool bar.
 Transforming selected text to Bold, Italic and
Underline text.
 Perform deleting text, copying text and pasting text.
 Operates unchanged mistakes.
 Checking if the spelling is correct.

2. Acting out a role in class

 Reconnecting the body and the voice of character.
 Use of authentic dramatic texts
 Build self- confidence
  Explore the language by trying on different identities
 Recycle language and use it in more authentic ways.
3. Basket weaving
 Chooses the right materials.
 Creatively design the basket
 Attaches the handle in a correct manner
 Shapes the basket according to its desired size
 Packs basket straps
4. Delivering an oratorical piece
 Masterfully crafted to offer a sublime experience
 Keeping relaxed during a public speech
 Makes eye contact with audience members wherever
possible, smile and keep a steady breathing pattern
 Using a conversational tone
 Move and inspire people with the power of his words
5. Using a microscope
 Carefully place the slide on the stage
 Hold slide in place with stage clips
 Use coarse adjustment to get slide into view
 Adjust iris diaphragm to change the amount of light
 Use fine adjustment to focus on slide

D. DEFINE THE FOLLOWING TERMS:

1. Content validity
2. Criterion- related validity
3. Construct validity
4. Reliability
5. Stability
E. ANSWER THE FOLLOWING QUESTIONS:

1. A test may be reliable but not necessarily valid. Is it possible for a test
to be valid but not reliable? Discuss.

Answer:

No, because a test can be reliable but not necessarily valid. A test
cannot be valid and not reliable.
We can say that a test is reliable when it consistently produces the
same results. A person may take a reliable test several different times,
but would receive essentially the same results each time. And a person
may take an unreliable test several times and receive different results
each time.
Use of a test is considered valid when the interpretation of the result is
meaningfully applied and only if the test is reliable. For example, a
reliable spelling test is valid for use in assessing spelling skills, but is
not valid for use in assessing keyboarding skills.

2. A 50 item test was administered to a group of 20 students. The mean

score was 35 while standard deviation was 5.5. Compute the KR21
index of reliability.
3. Compute the Spearman- Brown reliability index if the correlation
between the odd and even scores is 0.84.
4. How many items are needed to construct a KR21 index of 0.60 if the
mean is 75 and the standard deviation is 10.5 for a group of 30
students?
5. If the Spearman- Brown prophecy formula gave an index of 0.80,
what is the correlation coefficient derived from the split- half method?
6. Cite another example of a behavior considered not ethical in testing
and assessment. Explain why you think such a behavior is not ethical.
7. Enumerate the three (3) main concerns of ethics in testing and
assessment. Discuss each major ethical concern.
8. What is meant by predictive validity? Illustrate this concept.
 9. Which of the following: content validity, criterion validity, construct
validity, is the most difficult to obtain? Explain why.

10. Is it possible to obtain a correlation coefficient of 1.5 for two sets of

test scores? Discuss.

F. IN THE FOLLOWING SITUATIONS, IDENTIFY THE ETHICAL

ISSUES THAT MAY BE RAISED IN TERMS OF (A) POSSIBLE
HARM TO THE PARTICIPANTS, (B) CONFIDENTIALITY OF
THE ASSESSMENT DATA, AND (C) PRESENCE OF
CONCEALMENT OR DECEPTION:

1. A teacher plans to rate the performance of students in a gymnastics

class unobtrusively. He does not let the students know that he is
actually rating their gymnastics abilities. Instead, he tells the students
to use the gymnasium facilities for practice and then, he watches the
students practice on occasions that are unannounced.

2. A teacher is taking a graduate course in research and intends to use his

students in English 1 as subjects of his study. His research deals with
the effect of classical music on the learning of grammar. One class is
taught English grammar with subtle background music while the other
class is taught the same lesson without any background music.

3. As part of the students’ portfolio assessment, the pupils are required to

write every event that happens in their homes at night which may have
some bearing on their ability to complete their homework. The teacher
instructs the pupils to write one paragraph of such events once every
hour from 5:00 P. M. to 9:00 P. M. daily.

4. An arts and crafts teacher requires the students to submit their basket
weaving projects to be graded. He selects the best student outputs and
brings these projects home.
5. In grading his students in Mathematics 4, a high school teacher
subjectively adds five or more points to the grades of students who
have performed poorly but who, he believes, deserve better grades had
they spent more time studying. In some instances, however, he does
not add any point to a poor performer because he also believes that
such cases do not represent a case of “just needing more time”.

6. In order to proceed with a final examination in a swimming class, the

teacher brings his students to a nearby beach and individually rates his
students’ swimming skills in the open sea. To ensure that he is
protected in the event of an untoward incident, the teacher also
required the students to submit a parental consent form.
CHAPTER EXERCISES

A. FOR EACH OF THE FOLLOWING TASKS, IDENTIFY AT LEAST

THREE (3) PROCESS- ORIENTED LEARNING COMPETENCIES:

1. Constructing an angle bisector using a straight edge and a compass

2. Constructing three- dimensional models of solids from cardboards
3. Writing an essay about the EDSA III
4. Performing a skit on the importance of a national language
5. Role playing to illustrate the concept of Filipino family values

B. CHOOSE ANY FIVE ACTIVITIES BELOW AND THEN

CONSTRUCT YOUR OWN SCORING RUBRICS.

1. Use evidence to solve a mystery.

2. Devise a game.
3. Participate in a debate.
4. Infer the main idea of a written piece.
5. Draw a picture that illustrates what’s described in a story or article.
Explain what you have drawn, using details from the story or article.
6. Write a research paper.
7. Apply a scoring rubric to a real or simulated piece of student work.
8. Write an outline of a text or oral report.
9. Propose and justify a way to resolve a problem.
10. Design a museum exhibit.
11. Develop a classification scheme for something and explain and justify
the categories.
12. Justify one point of view on an issue and then justify the opposing view.

13. Given background information, predict what will happen if .

 14. Evaluate the quality of a writer’s arguments.
15. Combine information from several sources to draw a conclusion about
something.
16. Determine alternative courses of actions, giving advantages and
disadvantages of each.
17. Analyze how a particular system works and the way the components
work together to affect each other.
18. Apply rules to particular situations.
19. Answer questions beginning, “What will happen if…” or “What would
you do if…” or “How would things be different if…”
20. Write a summary of an article.
21. Critique your own or someone else’s work, giving examples and details.
22. Compare and contrast two stories or articles.
23. Draw conclusions from a text.
24. What was the purpose of ?
25. Any task that requires an extended written response.

EXERCISE 3.1
Design a project or task for each of the following learning
objectives:

1. Analyze the events leading to Rizal’s martyrdom.

2. Differentiate between monocotyledon and dicotyledon.
3. Find an approximate value of the gravitational constant, g.
4. Illustrate the concept of “diffusion”.
5. Illustrate the concept of “osmosis”.
6. Illustrate the cultural diversity in the Philippines.
7. Identify similarities and differences of at least two major dialects in
the Philippines.

CHAPTER EXERCISES

A. Differentiate between a “process- oriented” and a “product- oriented”

performance- based assessment.
 B. Differentiate between a “general” and “specific” task oriented scoring
rubrics.

C. What factors determine the use of a scoring rubrics over other authentic
assessment procedures? Discuss.

D. Identify and describe the process of developing scoring rubrics for

product- oriented performance- based assessment.

E. For each of the following, develop a scoring rubrics:

1. Essay on “Why Jose Rizal should be the national hero”

2. Essay on “Should the power industry be deregulated?”
3. Oral presentation of the “Land of Bondage, Land of the Free”
4. Oral presentation of the piece “Rhyme of the Ancient Mariner”
5. Scrapbook on “EDSA I Revolution”
6. Group activity on “Geometric Shapes through Paper Folding”
7. Specimen preservation on a biological diversity class
8. Evaluating an output of a typing class
9. Writing a short computer program on “Roots of a quadratic equation”
10. Group activity on “solutes and solvents”
11. Laboratory output in “Frog dissection”
12. Laboratory output in “Determining the gravitational constant using a free
fall experiment”
13. Evaluating an art work “candle- blowing exercise”
14. Evaluating a kinder piano performance
15. Evaluating performance in argumentation and debate

EXERCISES

1. Enumerate the different levels in the taxonomy of the affective domain.

Discuss each of these levels.
2. What is an “attitude”? Why is the study of attitude important? How will
understanding of attitudes and predisposition enhance teaching?
3. What is “motivation”? Discuss the need theories on motivation: Maslow,
Hergberg and ERG theories.
 4. Why are the “needs” as presented by Maslow arranged in a hierarchy? What
do you mean by a hierarchy of needs?
5. The phrase: “Motivation- Hygiene” is often used to describe Hergberg’s
two- factory theory. What are hygiene factors? Why are they important in
the educative process?
6. What is “self- efficacy”? How does this concept figure in the educational
measurement field? Why is this concept important to teachers?
7. Give one example of a learning competency objective in the affective
domain for each of the levels in the taxonomy of Kratwohl et. al. Assume
that you are teaching an English literature subject.
8. Describe the potential of tapping the affective domain in enhancing the
learning of students.

CHAPTER EXERCISES

A. What is a self- report? What should such a self- report essentially

contain? How should a teacher instruct the students in writing self-
reports?

B. What is a rating scale? Enumerate the various types of rating scales and
explain how these rating scales are formulated?
 C. What is the difference between a Thurstone scale and a Likert Scale? In
what way does Guttman scaling improve on both types of scales?

D. What is a semantic differential scale? Illustrate the use of a semantic

differential scale in the measurement of attitude.

E. Construct a rating scale for each of the following situations:

1. Measuring attitude towards Mathematics

2. Measuring interest in literary arts
3. Motivation to study instrument
4. Predisposition to Work Instrument
5. Measuring attitude towards language studies

F. Construct a checklist for each of the following activities:

1. Classroom observation for a practice teacher
2. Good interpersonal relations checklist
3. Checklist for behavior demonstrating good manners and right conduct
4. Checklist for good practices in typing
5. Checklist for good practices in laboratory experiments

CHAPTER EXERCISES

A. What is portfolio assessment? What are the key elements of a portfolio?

B. What are the purposes of portfolio assessment? Discuss the merits of

portfolio assessment over traditional testing.

C. For each of the following main elements of a portfolio, construct a rating

scale or rubrics for evaluating students’ portfolio on the topic: “The EDSA
Revolution I”:
 1. Cover letter
2. Table of Contents and Introduction
3. Entries
4. Reflections
5. Summative Statements
6. Appendices and Dates of Drafts

D. Enumerate and discuss the various types of portfolios.

E. What is the importance of student- teacher conferences? Discuss its

importance in light of portfolio assessment.

F. What is the main philosophy behind portfolio assessment? Discuss this basic
philosophy.

G. How does portfolio assessment differ from traditional testing and from other
authentic assessment methods?

CHAPTER EXERCISES

A. Discuss the following evaluation philosophies:

 Subjectivist ethics
 Objectivist ethics
 Subjectivist epistemology
 Objectivist epistemology
 Utilitarianism

B. State and discuss the basic principles in educational assessment and

evaluation.
 C. Consider Stufflebeam’s CIPP evaluation model. What are the essential
components of:

 Context
 Input
 Process
 Product

D. Using Stufflebeam’s CIPP model, conduct a self- assessment to

evaluate your own Mathematics program in your school.

E. What are the political dimensions involved in educational evaluation?

Discuss these dimensions thoroughly.

CHAPTER EXERCISES

Directions: Indicate which type of marking and reporting system best

fits each statement listed below.

1. Provides for two- way reporting.

A. Traditional letter grade (A, B, C, D, F)
B. Two- letter grade (pass, fail)
C. Checklist of objectives
D. Parent- teacher conference

2. Provides most useful learning guide to student.

A. Traditional letter grade (A, B, C, D, F)
B. Two- letter grade (pass, fail)
C. Checklist of objectives
D. Parent- teacher conference Traditional letter grade (A, B, C, D, F)
3. Provides least information concerning learning.
A. Traditional letter grade (A, B, C, D, F)
B. Two- letter grade (pass, fail)
C. Checklist of objectives
D. Parent- teacher conference

4. Most preferred by college admissions officers.

A. Traditional letter grade (A, B, C, D, F)
B. Two- letter grade (pass, fail)
C. Checklist of objectives
D. Parent- teacher conference

5. May be too complex to be understood by parents.

A. Traditional letter grade (A, B, C, D, F)
B. Two- letter grade (pass, fail)
C. Checklist of objectives
D. Parent- teacher conference

6. Most widely used method of reporting in high school.

A. Traditional letter grade (A, B, C, D, F)
B. Two- letter grade (pass, fail)
C. Checklist of objectives
D. Parent- teacher conference
 LEARNING GOAL: Distinguishes between desirable practices in
assigning relative letter grades.

Directions: Indicate whether each of the following statements describes

a DESIRABLE practice or an UNDESIRABLE practice in assigning
relative letter grades on the blank. Put a D if the practice is desirable
and a U if not.

1. The grades should reflect the learning outcomes specified for the
course.

2. To give test scores equal weight in a composite score, the scores

should be simply added together.

3. If it is decided to assign different weights to some scores, the

weighting should be based on the maximum possible score on the test.

4. Grades should be lowered for tardiness or misbehavior.

5. Grading typically should be based on the normal curve. [Hint]

6. Pass- fail decisions should be based on an absolute standard of

achievement.
LEARNING GOAL: Distinguishes between desirable and undesirable
practices in assigning absolute grades.

Directions: Indicate whether each of the following statements describes a

DESIRABLE practice or an UNDESIRABLE practice in assigning absolute
letter grades. Write D for Desirable and U for Undesirable.

1. Absolute grades should be used with mastery learning.

2. Clearly defined domains of learning tasks should provide the basis

for grading.

3. If all students pass a test, a harder test should be given before grades
are assigned.

4. The distribution of grades to be assigned should be predetermined

and explained.

5. Grades should be based on the amount of improvement shown.

6. When using absolute grading, the standard for passing should be

predetermined.
LEARNING GOAL: Distinguishes between desirable and undesirable
practices in conducting a parent- teacher conference.

Directions: Indicate whether each of the following statements describes a

DESIRABLE practice or an UNDESIRABLE practice in conducting a parent-
teacher conferences.

1. Before the conference, assemble a portfolio of specific information about

and examples of the student’s learning progress.
2. Present examples of the student’s work to parents.
3. Begin the conference by describing the student’s learning difficulties.
4. Make clear to parents that, as a teacher, you know what is best for the
student’s learning and development.
5. In the concluding phase, review your conference notes with the parents.
6. End the conference with a positive comment about the student.