The Parable of the

Mountain 
A son and his mother
were walking on the
mountains. 
Suddenly, her son falls
down, hurts himself and
screams.
 To his surprise, he hears
the voice repeating,
somewhere in the
mountain. 
Curious, he yells: ‘‘Who
are you?" 
He receives the answer:
“Who are you?“
 And then he screams to
the mountain: “I admire
you!" 
The voice answers: “I
admire you!" 
Angered at the response,
he screams: “Coward!“
 
He receives the answer:
“Coward!" 
 Again the son screams:
“You are a champion!" 
The voice answers: “You
are a champion!" 
The boy is surprised, but
does not understand. 
He looks to his mother
and asks: “What’s going
on?" 
The mother smiles and
says: “My son, pay
attention." 
Then the mother explains:
“People call this ECHO.
But really this is LIFE." 
It gives you back
everything you say or do.
 Our life is simply a
reflection of our actions. 
If you want more love in
the world, create more
love in your heart. 
If you want more
competence in your work,
improve your competence
by working hard and
doing the right things
right. 
The competence of a
learner is a reflection of
your work. Which is
indeed the result of
careful lesson planning.
 TEST
CONSTRUCTION
The Art of Effective Evaluation

HYACINTH U. GEROLAGA
Facilitator
 Learning Objectives:
a. Describe and explain the
purposes and characteristics of
assessment.
b. Prepare authentic assessments
and apply them appropriately in
the classroom.
 Learning Objectives:
c. Develop a positive attitude
about assessment.
d. Construct classroom assessment
with TOS
What is Classroom
assessment?
Is an ongoing process through
which teachers and students
interact to promote greater
learning.
The assessment process
emphasizes data collection
of student performance to
diagnose learning problems,
monitor progress, and give
feedback for improvement.
Involves using multiple
methods in order to obtain
student information through a
variety of assessment
strategies.
 Characteristics of
Classroom Assessment
 Learner-Centered- its
focus is on observing and
improving learning. ,
rather than on observing
and improving teaching.
Teacher-Directed- the individual
teacher decides what to assess,
how to assess, and how to
respond to the information gained
through the assessment
 Mutually Beneficial-
students reinforce course
content and strengthen their
self-assessment skills.
 Formative- its purpose is to
improve the quality of student
learning ,not to provide
evidence for evaluating or
grading students; it provides
information on what, how
much , and how well students
are learning.
 Context – Specific – the
assessment technique is
chosen to fit the subject matter
and the needs of the particular
class.
 Ongoing – the creation and
maintenance of a classroom
“feedback loop”
 Formative Assessment
 It is used to monitor students
progress during instruction.
 Purpose – to make judgments
about individual student
achievement and assign grades.
Example : quizzes, tests, exams,
term papers, lab reports, homework
 Summative Assessment
 Comprehensive, typically given at
the end of a program and provide
for accountability .
 Purpose – to inform teaching and
improve learning used as “feedback
devices”
• The result of summative assessments
are recorded and used to report on the
learners achievement.
Summative Assessment
3 Components of s
Summative Assessment
1. WRITTEN WORK
2. PERFORMANCE
TASK
3. QUARTERLY
ASSESSMENT
CHARACTERISTICS OF A
GOOD TEST
OTHER THINGS
TO CONSIDER
 What does a good
assessment provide?
• feedback to students about
their learning

• feedback to teachers about

their instruction

• evidence to support
teachers’ judgments about
grading+
 TABLE OF
SPECIFICATIONS
 MEANING OF
TOS is a plan
*Table of specification
prepared by a classroom teacher as a
basis for test construction especially a
periodic test.
*is a two-way chart which describes
the topics to be covered by a test and
the number of items or points which
will be associated with each topic.
 MEANING OF
TOS
*A TOS is a chart that shows the
topics that will be covered
on a test.
*It enables the teacher to prepare a
test containing a representative
sample of student knowledge in
each of the areas tested.
SAMPLE OF TOS
TABLE OF SPECIFICATIONS
What tool we are going to
use?

Bloom’s Revised
Taxonomy

(DO 8, s. 2015)
Complex Abstract
Creating

Evaluating

Analyzing
Applying
Understanding
Remembering
Simple Concrete
Factors to consider in preparing
test questions (Oriondo &
Antonio)
 Purpose of the test
 Time available to prepare, administer
and score the test.
 Number of students to be tested.
 Skill of the teacher in writing the test.
 Facilities available in reproducing the
test.
 Possible reasons for faulty test
questions:
 Questions are copied verbatim from
the book or other resources.
 Not consulting the course outline.
 Much consideration is given to
reduce printing cost.
 No TOS or TOS was made after
making the test.
 BARRIERS IN TEST
CONSTRUCTION
Ms. Alanganin – confusing statements
Mr. Highfalutin – difficult vocabulary
Ms. Madaldal – excessive wordiness
Ms. Magulo – complex sentence structure
Ms. Malabo – unclear instructions
Mr. Pulpol – unclear illustrative materials
Ms. Colonial Mentality – culturally bound

words
 Let’s practice!
1. Select which verb is the best
choice when writing observable
behaviors.

Understand

Write
 Let’s practice!
2. Select which verb is the best
choice when writing observable
behaviors.

Know

Identify
 Let’s practice!
3. From the three learning objectives
below, identify the correct one.
 Student will write at least four correct learning objectives
that contain an observable behavior, condition and degree of
performance.

 Given five desired behaviors, student will write at least four

correct learning objectives that contain the observable
behavior, condition and degree of performance.

 Given five desired behaviors, student will write learning

objectives that describe an observable behavior, condition,
and degree of performance.
 Let’s practice!
4. What is wrong with this learning objective: “The
student will interview a patient for her medical
history and document at least three of the four
Patient History elements (chief complaint; history
of present illness; review of systems; and past,
family or social history). ”

 no observable behavior

 no condition

 no degree
 Choosing Assessment!
1. Anita Beaker needs to assess her Basic
Chemistry students’ ability to remember the
Periodic Table of Elements. The most efficient
choice of assessment would be a(n):

 Objective test   Essay

 Concept map  Project

 Choosing Assessment!
2. Dr. Fortran must assess his Computer
Program Design students’ ability to create a
flow chart that illustrates the operations of a
computer program. He should choose a(n):

 Objective test   Essay

 Concept map  Performance

 Choosing Assessment!
3. If you were teaching a Business
Communications course, which assessment
would you choose to assess students’ ability
to give a persuasive business presentation?

 Objective test   Essay

 Concept map  Performance

Choosing Assessments
Objective Tests
Objective tests are a “tried and true”
method of assessment.

Selected Response Constructed

Response
•multiple-choice •fill-in-the-blank
•true-false •short answer
•matching •show-your-work
Please remember this!

“When you choose assessments for your

lesson, think about which are aligned with
your learning objectives and activities.
Let us remember these!
“No single type of assessment
provides a complete picture of
student learning, but choosing
the right type and right
combination of assessments will
give you a better understanding
of how well students have
achieved the learning
objectives.”