ASSESSMENT OF STUDENT LEARNING 1

MODULE 1
LESSON 1. IT’S YOUR TURN
Activity 1
List down three activities or processes involved in each of the following:
1. Measurement
a. Raw Scores
b. Percentile Ranks
c. Standard Scores
2. Assessment
a. Projects
b. Simulations
c. Performances
3. Evaluation
a. Examinations
b. Medical Entrance Exams
c. Observational Techniques

Assessment Scenarios 1
1. Mr. Keith, a grade 5 Science teacher, was done with his lessons about rocks and soil erosion, He gave a test that
required students to discuss the types of rocks, how rocks turn into soil and the effect of soil erosion on living things and
the environment. He noted that Lex scored 43 out of 50 in the test. He informed Lex that he satisfactorily attained the
intended learning outcome and deserve a grade of 86 with a remark that Glen showed proficiency in the said topic.
= After giving his lessons, Mr. Keith gave a test to his students. The test is considered the assessment. The test served as
the structure foundation for inferring about the students learning and development. He then measured the scores and noted
that Lex’s raw score is 43 out of 50 and gave him a grade of 86. This measurement is the data analysis and the application
of educational assessments. Lex’s educational evaluation scores are used to infer his proficiencies.
2. Dr. Glen is a Physical Education instructor. He used direct observation to appraise the dribbling the ball, passing,
shooting and lay-up skills of his students in basketball. He rated Jason a “2” on shooting using a 3-point rubric. He
observed that Paul was able to shoot successfully most of the time using two hands instead of one to shoot. He noted that
Jason was a fair shooter.
=In the scenario, the assessment here is the direct observation of Dr. Glen on the different basketball techniques done by
students. The observation acts as the process of actively gathering information based on student activity and skills. The
observation used a time unit to determine whether the students are engaged in relevant physical education content in such
a way that the students have the opportunity to succeed and, so, learn. When Dr. Glen rated Jason a 2 on shooting, he
measured Jason’s skills using a number. It was a method of determining the levels of performances, knowledge, and
competency using observation.

LESSON 2. IT’S YOUR TURN

Activity 2
Answer what is being asked. Determine the role of assessment in the following assessment settings.
1. A fifteen year old out-of-school youth who stopped during the fourth grade took a test given by the Department of
Education to go back to formal schooling. The test determines the grade or year level appropriate for the learner.
=Placement Assessment

2. The teacher returned a student’s math worksheet with written comments. The teacher’s remarks consist of a
compliment and a correction. An explanation was provided concerning what the student did correctly and incorrectly,
what was accurate and inaccurate in the student’s work.
=Formative Assessment
3. Every year, a national normed assessment is given to grade 3 pupils in English, Math and Science.
=Summative Assessment

Assessment Scenarios 2
1. Every month, the mathematics teachers of MPSPC give an interim Math test to check on student progress. Any student
who obtains a score below the cut score of 75 is invited to attend a special class for additional instruction. However, if the
student obtains a “fail” score in two or more occasions, the student is enjoined to attend the special class.
=The role of assessment in the given scenario is diagnostic assessment. The interim Math test was utilized to establish a
student’s specific strengths, weaknesses, knowledge and skills. This is the process that the school used to identify needs in
specific skill areas using the tests so that teachers can deliver teaching to meet those needs.
2. For the entire session, Dr. Jason emphasized the importance of human rights in nation building. Towards the end of the
period, he handed each student a piece of paper and posed a question: “What happens if human rights violations go
unchecked?” Dr. Jason made use of the “exit ticket” strategy to see what students have learned at the end of the lesson.
The students wrote their answers to the question and submitted them to the teacher at the end of the period upon leaving.
After reading his students’ responses, he starts planning for the next session.
=The role of assessment in the given scenario is summative assessment. It was used to evaluate student learning at the end
of the lesson. It also served as an evaluation for the students’ learning, skill acquisition and academic accomplishment.

MODULE 1. POST ASSESSMENT

1. b 6. a
2. d 7. c
3. c 8. a
4. c 9. b
5. b 10. c

ASSESSMENT OF STUDENT LEARNING 1

MODULE 2
LESSON 1. IT’S YOUR TURN
Activity 3

Learning Competencies Domain Level

1. Identify parts of a microscope and their predictions. Cognitive Remembering
2. Employ analytical listening to make predictions. Cognitive Applying
3. Exhibit correct body posture. Psychomotor Imitating
4. Recognize the benefit of patterns in special products and factoring. Cognitive Understanding
 5. Infer that body structures help animals adapt and survive in their Cognitive Analyzing
particular habitat.
6. Differentiate linear inequalities in two variables from liner equations in Affective Valuing
two variable.
7. Prove statements on triangle congruence. Cognitive Evaluating
8. Perform jumping over a stationary object several times in succession, Psychomotor Imitating
using forward-and-back and side-to-side movement patterns.
9. Work independently and with others under time constraints. Affective Valuing
10. Design an individualized exercise program to achieve personal fitness. Psychomotor Adapting

Assessment Scenarios 3
1. Professor Susan wants to know if her students can identify the different parts of a flower.
=The method used in the situation is under cognitive which is remembering. To identify means an individual has to
remember a knowledge from the past. It requires a student his/her memory to allow him/her to retrieve information.
2. Dr. Denia wants to find out if her students can examine the quality of education in the country.
=If Dr. Denia wants her students to examine something, the students would use the method analyzing, under cognitive.
The students distinguish between facts and inferences.
3. Mr. Felix wants to check if his students can build a useful 3D object using recycled materials.
=Under cognitive, creating. To build an object, the students put parts together to form a whole. It is accompanied with a
focus on inverting a new structure.
4. Dr. Somerson wants to check if his students can subtract two-digit numbers.
= Applying, cognitive. To subtract is under solving. Through solving on their own, they are applying what they have
learned.
5. Dr. Gayagay needs to know if his students can construct a frequency distribution table after he demonstrated the
procedure.
=In this situation, applying and creating may be used. Both are done after showing a procedure or after a discussion. The
students apply acquired knowledge, facts or techniques. Also, they create by compiling information together by
combining elements.

Assessment Scenarios 4
ASSESSMENT MATRIX
Subject and Grade Level: Science Grade 8
Content Standard: The learner demonstrated understanding and application of scientific terms on Astronomy.
Performance Standard: The learner should reach a percentage of 80 (and above) out of 100.

Cognitive Process What will I assess? How will I assess? How will I score?
Remembering LC: Identify the planets in the Constructed-Response Format 10%
solar system.
Understanding LC: Describe how the Earth Constructed-Response Format 10%
rotates and revolves. *Brief Constructed
Applying LC: Demonstrate the rotation of Constructed-Response Format 10%
Jupiter. *Assessments
Analyzing LC: Arrange the 8 planets in Constructed-Response Format 10%
order. *Oral Questioning
Evaluating LC: Compare the characteristics Constructed-Response Format 10%
of Venus and Mars. *Essay Assessment
Creating LC: Build the solar system using Teacher Observations 50%
recycled materials.

LESSON 2. IT’S YOUR TURN

Activity 4

Source PROS and CONS

Stability Pros: Only one test is prepared.
(Test-retest) Cons: Students may remember how they responded to items on the first administration
of the test and simply answer correspondingly, thus overestimating the reliability.
Equivalence Pros: Assist in evaluating the consistency of the results across different versions. Use
(Parallel forms) pre and post-test. Ideal for make-up tests or action research.
Cons: It is difficult to create tests that are equal. Possibility of increasing error scores is
high.
Internal Consistency Pros: Internal consistency can be established in a variety of methods, such as by test or
 (Split-half) survey. Split half is a measurement method that divides the identical objects into two
halves at random. It refers to the correlation between the two sets of results.
Cons: Different results based on how you split times.
Scorer Consistency Pros: It measures the extent to which all parts of the test contribute equally to what is
(Inter-rater agreement) being measured.
Cons:
Decision Consistency Pros: Submission of grade.
Cons: The decision consistency is determined using the whole set of data and is not
dependent on the cut score location, the student measure, or the conditional standard
errors of measurement for the students.

Assessment Scenarios 5
1. Dr. Brent gave a test on volcanoes to Grade 9 students. The test included the volcanoes, volcanic eruptions, and energy
from volcanoes. The teacher was only able to cover extensively the first two topics. Several test items were included on
volcanic energy and how energy from volcanoes may be trapped for human use. Majority of his students got low marks.
=The assessment in this situation is not valid. It is for the reason that the teacher gave test questions wherein the topic was
not taken during class. This resulted, obviously, to low marks of students. How could the students know the answer to
questions they never heard or have knowledge about it. In situations like this, the content-related evidence should be
utilized. Since it defines an instructional validity, it tests the professor of the students according to what they have learned
from the instruction.
2. Doc Sue, the review coordinator gave a simulated examination to graduating students a few months before the
Licensure Examination for Teachers (LET). When the results of the LET came, Doc Sue found that the scores in the
simulated (mock) examination are not significantly correlated with the LET scores.
=The assessment is valid. The criterion-related evidence is demonstrated in the situation. It was utilized to measure the
validity of effectiveness of the given evaluation method by comparing the scored of the students in the simulated
examination and the LET.

Assessment Scenarios 6
3. Doc Arel, a 6th grade Science teacher directed his students to create a portfolio of their work accomplished during the
last quarter for evaluation. Using the portfolios, she classified her students into four groups: beginning, developing,
competent, and accomplished. The results were then compared to the students’ performance in the end of quarter
examination.
=The source of reliability shown in the situation is Decision Consistency. It was seen that Doc Arel was the one who
decided the classification of her students based on the portfolios. This is to estimate the consistency of the pass/fail
decision on the portfolios.
4. Doc Rhoda, a 5th grade Social Studies teacher wanted to find out whether her first quarter long test is equivalent to her
first quarter test in the same subject last year. Thus, she administered both tests to her students.
=The source of reliability evidence shown in the situation is Equivalence, parallel form of reliability. The same tests were
given to the students. Doc Rhoda then wants to measure the reliability obtained by administering the two tests to the
students.

LESSON 3. IT’S YOUR TURN

Assessment Scenarios 7 – Problem Solving Learning
Doc Mark is preparing a final examination for his third year college students in Cordillera Literature scheduled two weeks
from now. He is handling six classes. Without teaching assistant, he realized that after the final examinations, he has three
days to calculate the grades of his students. He is thinking of giving extended response essays. What advice would you
give him? Which aspect of practicality and efficiency should he prioritize? What type of assessment should he consider?
= If Doc Mark then decides to give extended response essays, he would have a lot of work on his hands because he will
have to read each essay with extensive answers. He should create a test composed of true or false, matching type,
multiple choice and identification questions so that he may easily grade his students. He should prioritize ease of scoring.
He can check it faster, provided the answer key. It is still a useful exam because it focuses on students’ cognitive abilities.

LESSON 4. IT’S YOUR TURN

Activity 5 - DO’s and DON’Ts
 Before the test During the test After the test
 Inform students about the test  Go over the test papers and  After checking all test papers,
coverage. emphasize instructions. allow students to see their
 Give students practice test.  Be alert and observe students, grades.
 Explain the instructions. those who share answers  Give chances to students who
and/or cheats. have failing grades. Offer
 Warn the students about the remedial tests or retakes.
time limit and the remaining  Give feedback to students
time. regarding their performance
on the test.

Assessment Scenarios 8 – Problem Solving Learning

Mr. Rolly gave a test asking grade 1 pupils to indicate whether the activity is for males or females.
a. Cleaning the house
b. Washing the dishes
c. Driving the car
d. Fixing the faucet
e. Doing the laundry
Do you find the test paper proper? Explain your answer? What would you recommend?
= I find the test proper and not proper at the same time. It is proper since it teaches the pupils about the chores that they
can perform in their homes, as well as abilities that they may gain. It will educate kids how to be a good son or daughter
by assisting their parents in the house. At the same time, I think it’s improper because it gives children the sense that some
chores are solely for males and others are only for females. It instills gender stereotypes in kids, when in fact, both
genders are capable of performing all the activities listed. I would recommend that the test be whether the pupils can or
cannot do the activities listed. It would be preferable if kids could analyze themselves and be taught how they can help at
home at a young age.

MODULE 2. POST ASSESSMENT

1. d
2. b
3. a
4. d
5. a
6. d
7. c
8. a
9. c
10. d
 ASSESSMENT OF STUDENT LEARNING 1
MODULE 3
LESSON 1. ITS YOUR TURN.
Activity 1

Testing Event Formative Summative

A quiz was given after reading a short story in your English class. 
Teacher gave test to find out how familiar the class is with words they will meet in 
the story.
A periodical test is scheduled at the end of the month in all subjects. 
Ms. Chewaley determines how many have obtained 80% of the weekly test given in 
addition.
Ms. Eloisa administered a year-end test in preparation for the student report cards. 
An oral recitation was conducted to find out how well they have read the editorial. 
Ms. Shammah samples the instructional objectives to be tested at the end of the 
quarter.
Students were asked to record their weekly scores in their math notebook. 
Class was given a pretest before they start the unit on long division. 
50% of the final test score determined the students’ grades. 

Assessment Scenarios 8

Content Outcome / Skill Test Format No. of Items/

Points
A. Kinds of Soil Identify the different kinds of soil. Objective 10
B. Layers of Soil Identify which layer of soil is describes in an item. Objective 10
C. Uses of Soil Determine the importance and uses of soil. Performance 15
D. Care and Concerns for Determine the ways on how to care and protect the Performance 25
Soil soil.
Total Points 60

LESSON 2. IT’S YOUR TURN

Activity 2

A B
Completion Items Short-Answer Items
1. The militants who fought against the government in Who were the militants who fought against the
Syria were the _____. government in Syria?
2. The two smallest planets in the Solar system are _____ What are the two smallest planets in the Solar System?
and _____.
3. Two indigenous creatures found in the Philippines are What are the two indigenous creatures found in the
_____ and _____. Philippines?
4. In the equation 2X + 40, X is _____. In the equation 2X + 40, solve for X.
5. The greatest number of deaths reported due to COVID- Where is the greatest number of deaths reported due to
19 in China is found in _____. COVID-19 in China found?
 A B
Short-Answer Items Completion Items
1. How do you measure the volume of a cylinder? The measure of the volume of a cylinder is measured by
______.
2. What could be the reason why Mr. Dan was murdered Mr. Dan was murdered in the story because _____.
in the story?
3. What is so famous about Mt. Mayon Volcano? Mt. Mayon is so famous due to the reason that _____.
4. If one side of the square is 10m, what is the area? The area of the square if one of its side is 10m is _____.
5. What is the incidence of poverty in the country in According to the latest survey, the percentage of the
percentage according to the latest survey? incidence of poverty in the country is _____.
Assessment Scenarios 9

Original Item Evaluation

1. A solar eclipse ___. The question is classified under selected-response
a. Looks bigger than the lunar eclipse. types, which is a multiple choice item. The item
b. Causes temperature to rise. stem is an incomplete statement with options that
c. Occurs when the moon is between the earth complete the statement. The options are listed
and the moon. using letters.
d. Happens frequently than a lunar eclipse.
2. The earth is round. Yes No The item is a selected-response type. It is under
binary choice or alternative form. The variety of
the item is Yes-No type as the question is only
answered by yes or no, which is a direct question.
3. Who is the Prime Minister of the United States? This item is an objective supply type of item. It is a
short-answer item which requires direct answers to
questions.
4. Match A with B. The item is a matching-type item. It requires the
___1. Plate A. Rectangle level 1 cognitive level with the abilities of
___2. Pyramid B. Triangle recalling, remembering, naming and describing. As
___3. Nipa Hut C. Round shown in it, the item has two columns. Each item
___4. Ball D. Isosceles Triangle in Column A corresponds with an item in Column,
___5. Bag E. Square wherein learners have to match them correctly.
5. What causes war between countries? This is a multiple choice item which is under
a. Expansionism selected response type. It is a higher-order type of
b. Religion item as it necessitates a review of the available
c. Politics options. It demands that the causes of international
d. Resources war be identified.

LESSON 3. IT’S YOUR TURN

Activity 3

Item Difficulty Index Discrimination Group Alternatives

N=30 (p) Index (D)
A B C D Omit
1 0.6 0.4 Upper Group 2 3 *12 1
Lower Group 2 1 6 3

Assessment Scenarios 10
1. A final test in Math was administered to a Grade VI class of 50. The teacher wants to improve further the items for next
year’s use. Calculate a quality index that can be used using the given data and indicate the possible revision needed by
some items.

Item Number Getting Item Correct Index Revision Needed To Be Done

1 34 0.68 The correct answer was given by 68% of the class, indicating
that the item is neither simple nor difficult. However, it would
be preferable if the distracters were revised so that more
students received the correct answer.
2 18 0.36 Only 36% of the students got the correct answer, indicating
that the item is a bit difficult. I believe it is critical that some
aspect of the item be revised, such as the distracters or the
stem construction.
3 10 0.20 We can conclude that the item is difficult for the students
because only 20% of the class got the correct answer. It is
necessary to revise the stem or the distracters.
4 46 0.92 The item is easy for the pupils because 92% of the grade VI
pupils got the answer correctly. The distracter shouldn’t be
revise, but could also be revised so that the item may truly
measure what is intended to be measured.
5 8 0.16 Only 16% of the class got it right, indicating that the item is
 difficult. In this scenario, I would suggest making changes to
the item itself.

2. Below are additional data collected at the same time. Calculate another quality index and indicate what needs to be
improved with the obtained index as a basis.

Item Upper Group Lower Group Index Revision Needed To Be Done

1 25 9 0.64 It is a very nice item that does not require alteration based on its
index.
2 9 9 0 This item is either being considered for dismissal or needs to be
thoroughly changed in terms of its stem and distracters.
3 2 8 -0.24 This item should be revised or removed since it could have a
wrong key, an unclear stem problem, ambiguous distracters, and
an improbable keyed option.
4 38 8 1.2 It’s a fantastic item. It does not require any revisions.
5 1 7 -0.24 This item is either being considered for dismissal or needs to be
thoroughly changed in terms of its stem and distracters.

POST ASSESSMENT
1. c
2. a
3. a
4. d
5. c
6. d
7. a
8. b
9. b
10. d