Unit 8 Review Problems

1. What covers the content element of a comprehensive TOS?

 The covers of the content element of a comprehensive TOS are topics/lessons, learning domains
and learning objectives.

2. Compare the instructional time and the assessment time.

 Instructional time this the length of time, either in minutes or hours, allotted to finish the entire
topic or lesson while assessment time is the duration or time allotment for the entire
assessment period and it is also considers as well the length of time upon which an “average”
where learners is able to answering each item.

3. How are scores or items distributed in TOS?

 The scores or items distributed in TOS are 1) domains items or scores which the maximum
points is given for each item correctly answered, 2) total item or scores the perfect acore in the
entire assessment in all domains, 3) domain-item distribution the specific items distributed in
each domain of every topic or lesson per assessment type, 4) total domain score the total
maximum score allotted in each domain of every topic or lesson and assessment type.

4. What is meant by conventional assessment and authentic assessment?

 Conventional assessment is the most pervasive category and is mostly done in the paper-pen
tests where the learners have very limited freedom in responding the questions or problems.
Authentic assessment is the assessment that allows much freedom to the learners in making
responses and employs the methods beyond the paper-pencil test to measure a variety of
student to the learning outcomes either individually or in a group.

5. What is meant by the “diversity of learning” domain?

 Diversity Learning is where teachers emphasizes the ideal of what could the learning process
that he/she could facilitate in the diverse type of learners, recognizing and respecting each of
the individual learners and it use to design an activities that could really fit in their differences to
ensure that learners attain the learning goals.

6. Compare the standardized with non-standardized assessment.

 Standardized assessment it is a tool prepared by highly technical professional authors and the
items are prepared through a scientific process of setting the validity and reliability while non-
standard assessment is a tool prepared by the teachers or persons with sufficient background in
constructing, administering, scoring and interpreting assessment tools and results.
7. What is a formative assessment and when will it be given?

 Formative assessment is that teachers use to collect detailed information that can be used to
have effective learning outcomes and to identify learner concept that student struggling to
understand and to help them improve their learning. The assessment will be given during
periodic assessment and covers only a segment of the entire course content.

8. What is a summative assessment and when is it conducted?

 Summative assessment it is to evaluate student learning by the end of the instructional unit that
allow teachers to measure student learnings and it is conducted after all the learning objectives,
tasks in a given period are finished.

9. What makes the assessment norm-reference, criterion- reference and active?

 The assessment makes norm-reference, criterion-reference and active when focuses on

comparing the performance of one learner to others and to determine how one learner
achieves a set of criteria in a required performances.

10. Mention at least 5 assessment instruments and give the significance of each.

 Scoring Rubrics would help students focus on content.

 Instructional Rubrics would guide them in developing presentations, written and oral reports.
 Concept Maps would assist students in “seeing the big picture”.
 Exam helps find tips on how to make exams better assessment instrument
 Oral presentation helps them provide tips for evaluating student presentations.

Unit 9 Review Problems

1. When is the assessment instrument of superior quality?

 When the teachers desired to come out with a superior quality of assessment that his/her
learners must always aware of the elements; 1) well-defined learning objectives, 2) property of
method, 3) validity of assessment instruments, 4) reliability of assessment instrument, 5)
objectivity, and 6) ethical dependence.

2. What makes the assessment instrument valid and reliable?

 The assessment instrument makes valid and reliable is when the quality points has the ability to
measure what it claims to measure and the quality of the instrument that provides the true
independent results.

3. When can you say that the assessment method is performance, observation, immersion, and critique?
  When a student is required to have actual performance on the assigned task according to a set
of given criteria, a discrete and technically scientific mode where the objects in a single or
combination, the assessor necessitates to exposed to condition where the purpose of the
assessment is centered on and also to examines the documents or objects of any nature that are
relevant to the purpose of the assessment.

4. Explain the run-rerun and parallel form methods of establishing the reliability of an assessment,
instruments.

 The run-rerun this is the method that employs to conduct of similar instruments twice to the
same set of learners and the two sets results are compared for consistency. Parallel form is the
method uses to form instruments conducted to the same learners.

5. What do you understand about split-half and inter-consistency methods of establishing the reliability
of an assessment instrument?

 My understanding about split-half is it is the method used two sets of item in one instrument.
One set of the items are placed in odd number while the other set in even numbers. A
Spearman Brown (r tt) formula may be employed to determine the coefficient or reliability.
Inter-consistency methods are used to establish the reliability of a dichotomous rating in an
item, which is usually marked as “1” for passed and “0” for failed.

6. What is meant by “correlation coefficient”?

 The correlation coefficient is a statistical measure that calculates the strength of the relationship
between the relative movements of two variables.

7. What formulates are required to determine the reliability of the instrument using the split-half
method?

 The formulates that are required to determine the reliability of the instrument using the split-
half method is when one items are placed in odd number while the other set in even numbers.
The items in the odd numbers are different from those in the even but they have similar
difficulty levels and assessed criteria and a Spearman Brown formula may be employed to
determine the coefficient of reliability.

8. In using the internal-consistency method of reliability, what are the formulates may be used?

 The inter-consistency method of reliability may be used

9. Explain the inter-rater method of establishing reliability and the formula that may be used?

 Inter-rater method is the method employed by measuring the variation of judgment by at least
two different groups to rate similar items of same instructions according to how they rate using
categorical or nominal scale.
10. Distinguish the objectivity and ethical dependence of the qualities of a superior assessment
instrument.

 The objectivity and ethical dependence of the qualities of a superior assessment instrument is
the every teacher before he/she faces the learners he/she has the mind set of reasons for
teaching the topic or lesson and developmental components.

Unit 10 Review Problems

1. Why is item analysis important in assessment?

 It is important in assessment to have item analysis because it is a process best applicable for a
test as there is correct or wrong answer in every item.

2. What do you understand about difficulty index?

 Difficulty index is a gauge that could determine how easy or how difficult the item for the group
of learners and it is also provide that information on the number of learners which who got the
correct answer or wrong answer in the item.

3. How is difficulty index determined?

 Difficulty index determined when subtracting the number of students in the lower group who
got the item correct from the number of students in the upper group who got the correct
answer.
4. What is separation index?

 Separation index is otherwise known as discrimination index, determines how valid the entire
test is for a group of learners.

5. How is separation index determined?

 Separation index determined when a number of learners who got the correct answer in the
upper sub-group and those in the lower sub-group, and the ratio of the difference between the
2 sub-groups, and the total of the numbers of learners in the entire group.

6. What is plausibility index and when is it applicable?

 Plausibility index is limited to incorrect answers taken as the answers of the students for an item
and which does not affect the discriminating and separating indices of same item. It is applicable
when the item analysis is on the correct option.

7. Does plausibility index affect the difficulty and separation indices? Why?
  No, it is because plausibility index is limited to incorrect answers taken as the answers taken as
the students for an item and which does not affect the discriminating and separating indices
from the same item.

8. How do you determine the plausibility index?

9. How do you make decision for action on an item?

 To make decision for action on an item is decision-making on whether or not to revise, discard
or retain an item based primarily on difficulty index may lead to unfair purpose of discrimination
so that these must have always the equal of importance in making a intelligent action for or
against a certain item.

10. What alternative method will you use in case there is conflict in the interpretation between the
difficulty and separation indices?

 The alternative method I can use in case of there is in the interpretation between the difficulty
and separation indices is the alternative formula I2= (D/2 + 5) / 2.

Unit 11 Review Problem

1. Explain the two major types of a conventional assessment instruments.

 The two major types of a conventional assessment instruments gives us a guide on how the an
assessment instrument contain a problems or questions that requirea group of words to have
specific limitations in giving answer and how it should be done accordingly to the learning
objectivity.

2. Mention the rules in scoring essay assessment instrument.

 Use code numbers to guard against knowing the names of the learner.
 Guard against being tempted to identify the owner of the paper until the scoring is finished.
 Always have the clear set of criteria in giving weight to the answer.
 Set maximum points according to the difficulty level of every item.
 Apply consistency in giving scores for similar items of all papers.
 Score the same number items across all papers of the learners
3. Along with your field of specialization, construct an item or problem for each of the following essay
assessment.

3.1 Enumeration

 Enumarate the 9 planets in the solar system.

3.2 Comparison

3.3 Illustration

 Illustrate what the boy doing in the picture.

3.4 Definition

3.5 Differentiation

 Differentiate the cat from the dog.

3.6 Summarization

3.7 Decision

 Decide whether or not

3.8 Explanation

Unit 12 Review Problem

1. What is a recall of the assessment instruments?

 Recall assessment instruments is a type of objective test allows the learner to remember what is
learned from the previous lesson that discuss by the teacher.

2. Differentiate the simple recall type from a completion type of instrument.

 Simple recall type is a concept test allows the learners to answer by using the letter, number or
word and phrases to the direct questions or brief statements while completion type is an
alternative form of simple recall where the leaner is required to complete the answer from the
missing statement.

3. What makes a recognition type of instrument and what categories it?

 The recognition type makes an instrument because it allow student to have a specific ideas that
they recognize and it also categorized into: 1) alternative response, 2) multiple choice, 3)
matching, 4) analogy, 5) rearrangement, and 6) identification.
4. What is an alternative response instrument and how is its scoring done?

 Alternative response is the objective test that requires learners to select an answer from the
given two alternative options such as yes or no, true and false. The scoring could be done in the

5. When can an instrument become a multiple choice category?

 When the test consist of item statements accompanied by at least 4 plausible answers and to
test the mental process of selecting the right or best answer in the option in the attachment to
an item that makes it a multiple choice test.

6. Mention at least 5 guidelines in the construction of a multiple choice instrument.

 The options in this item are almost similar in many aspects though it leads to only the best and
right answer, while other options are plausible and be considered “distractors” of the right
answer.
 These options must belong to one cluster or characteristic, and are grammatically consistent
with the item statement.
 The length of the blank in a statement shall not suggest the answer.
 The items must be simple, clear, direct and definite. Hence no unfamiliar word shall be used in
the statement.
 The items are always arranged from the easiest to the most difficult.

7. Along with your major specialization, give an example of a multiple-choice type of item or problem.

 It is a word used to identify people, places, or things.

a. Noun b. Verb c. Adjective d. Pronoun

8. What is a matching type instrument?

 Matching type it is a test consists of two sets of columned item statements that require the
learners to match each of the items in one column to each item in the other column.

9. Explain the equal and unequal forms of matching type of assessment instrument.

 The equal form requires the equal items in each column and unequal form requires more items
in the optional column.

10. Can a matching type item be designed to fit to the multiple-choice type of instrument? Why?

Unit 13 Review Problem

1. When can an assessment instrument be of analogy type?

  When the assessment instrument be of analogy type is it measure the ability to the learners to
spot the similarity, dissimilarity or connections between any given object or word to another
object or word given set.

2. State the guidelines in constructing analogy types of items.

 The guidelines in constructing analogg types of items are:

1. The item must contain at least one set of paired words while the missing term or word is the
other set.
2. The relationship between paired words must be clear and points to only one answer.
3. The options must be plausible and grammatically parallel and consistent with the item.
4. The item must be followed by at least 4 and equal number of options that are homogeneous.

3. With your field of specialization, give an example for each for each of the following forms of analogy
items.

3.1 Synonym.

3.2 Functional.

3.3 Person-Place

 Doctor is to hospital as priest is to:

a. Church b. Post office c. Construction d. Headquarters

4. Explain the rearrangement type of objective assessment item.

 Rearrangement type of objective assessment item is a type of assessment tool where learners is
required to observe the sequential, procedural or operational arrangement of a given set.

5. State the guideline in formulating a rearrangement type of objective items.

 The guideline in formulating a rearrangement type of objective are:

1. The set of given data or information must be properly disarranged.
2. The given problem or item must provide a definite mode of arranging the given set of
information.
3. The given options must go parallel with the model of arrangement.
4. The method of answering the item is clear and definite.

6. With your field of specialization, construct an example of procedural form of rearrangement item.

7. What makes an identification type of an assessment instrument?

  The identification type makes an assessment instrument is to measure how smart the learners
could be by identifying the error or missing word or item in a given set of data.

8. Mention the guidelines constructing an identification item of assessment instrument.

 The guidelines constructing an identification item of assessment instrument are:

1. The item must have only one focus.
2. The error or missing term or word is substantial.
3. If blank space is used for what is missing, the length must not give a clue to an answer.
4. The options are plausible and grammatically consistent and parallel with the item.
5. The method of identifying and answering the item is clear and definite.

Unit 14 Review Problem

1. What is meant by the term “data” in the assessment program?

 Data in the assessment is classified according to the purpose and the assessment tools used.

2. How are data classified?

 Data can be classified into: 1) As a category, 2) as to evaluate, 3) as to variable, 4) as to true

measure, 5) as to measurability.

3. Explain the kinds of variable data.

 Variable data has four kinds like 1) nominal is a qualitative property tahat distinguishes each
member or group from others without determining which is greater or bigger, 2) ordinal is a
quantitative based property of each member that differ from the other that determine which is
better, greater, 3) interval is a definitive of cluster of similar property in a particular set or group
data of similar properties which differs from the other set, 4) ratio where it deals with the zero-
based or constant distribution of quantitative relationship between two sets of similar
properties descriptive of two different groups.

4. Differentiate the discrete from continuous data.

5. Compare the quantitative data with qualitative data.

 Quantitative data is the analysis worth considering as the other effort to make decision in every
little degree of the indices is given its weight while the qualitative dat is fast in arriving at an
intelligent decision if yhe evaluation results are consistent in both indices.

6. What is meant by “frequency distribution”?

7. Define ungrouped data distribution.

 Ungrouped data distribution is contains the array of measure or observations taken as a single
unit of frequency or clustered units of frequency.
8. What is a grouped data distribution?

9. What is meant by real or exact limits in grouped data?

 Real or exact limits in grouped data are used when the variable is continuous or with in between
values, while the interval limits are used for discrete data.

10. What is meant by “class” in the grouped data distribution?