Detailed Lesson Plan in EDUC 105 (4A’s Approach)

I. Objectives
At the end of the lesson students are expected to:
 Examine the cycle of assessment development and types of objectives.
 Demonstrate commitment and willingness to collaborate effectively in completing the
group task.
 Create various assessment tools and apply assessment development cycle to
enhance the effectiveness of learning.
II. Subject Matter
A. Topics: Assessment Tools Development
B. Reference: Assessment of Learning Textbook
C. Instructional Material: PowerPoint Presentation, Manila paper, Markers
D. Values Integration: Unity and Teamwork, Cooperation and Collaboration
E. Methodology: 4 A’s Approach (Activity, Analysis, Abstraction, Application)

III. Procedure

Teacher’s Hint Teacher’s Activity Student’ Activity

I. Preliminary Activities
Eyes, eyes, eyes. Ears, ears, ears. Good morning,
Lend me your eyes and lend me
A. Greetings your ears. Good Morning students!

I am ma’am Anna Marie Gelig and

my co-lecturer, sir Jhonrey Gamalo.

How are you today? We are fine, Ma’am!

Together let’s feed our brains and

empty stomachs with new learnings
today.

So, can I expect an active

participation from all of you today? Yes, ma’am!

That’s good to hear!

B. Prayers Before we begin our class, let us (Mr. Labiste will lead
pray first. May I ask Mr. Labiste to the prayer )
lead us a prayer?

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 In the name of the
father and the son
and the holy spirit ….
AMEN

C. Classroom Before you take your seats, kindly ( Students will

Management arrange your chairs and pick up arrange their chairs
some pieces of papers around you. and will pick up the
trash )

Let me check your attendance now.

Say present when your name is
D. Checking of called. ( Student will say
Attendance present if their name
I think everyone is present. I’m so is called)
glad that everyone understands the
reason for coming to school
regularly.

E. Motivation Let’s have an energizer first.

(The student will also
(The teacher will show a dance perform.)
video to the class)

F. Recall I believe that you are all now The last topic that
energized. So let’s have a short was discussed was
review on what we have discussed all about the
in our previous meeting? Anyone? Characteristics of
Quality Assessment
Thank you Ms. Babylin! That’s right. and Table of
The discussion was all about the Specifications.
‘Characteristics of Quality
Assessment and Table of
Specifications.’

So what are the 7 ways to establish (The student will

validity? And what are the four answer what are the
types of Reliability? 7 ways of
establishing validity
and four different
types of reliability.)

Okay very good! What about the

two formats of Table of Honey Faith will then
Specification (TOS)? Yes, Ms. discuss the two

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 Andonga? formats of TOS.

Splendid Ms. Andonga! Now we

can proceed to our lesson proper.
II. Lesson Proper
Hello once again student.sir
A. Activity Jhonrey. Before we proceed to our
main activity, let's have a deciding
match called ‘Guess The Emoji
Challenge’ with a twist. Are you Yes!
familiar with Harry Potter?

But first things first, I'll divide the ( Students will start
class into four (4) groups. counting 1,2,3,4,…)

I'll give you 10 seconds to settle (Students will follow)

with your group mates. Now, I'll
present you the spells to be used in
the game:
Group 1- Alohomora
Group 2- Lumos Maxima
Group 3- Incindio
Group 4- Expecto Patronum

The screen will flash an item, and

the first group member to point their
finger and enunciate the spell will
have the privilege to answer. Once
the answer is correct, the group can
decide on their houses. There are
Gryffindor, Slytherin, Ravenclaw,
and Hufflepuff. Each house has a
corresponding activity.

If your group have now chosen an

activity then you are no longer to
participate in the game. The group
who can't decipher the emojis
means they will going to get the
remaining activity.

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 (GRYFFINDOR) (Students will start
Activity 1.PROVE IT! (TRUE or their chosen tasks)
FALSE)
Instruction: Write True if the
statement is true. And write False if
the statement is false. Prove what
makes it true and what makes it
false. In other words, justify your
answer.

(Note: If your answer/s is/are

incorrect, there is a consequence.
Do you dare? Show your Gryffindor
spirit!)

1. The square root of 25 is a prime

number.
2. The simplified form of (5-
√3 )/(4+√3 ) is (23-9√3)

SLYTHERIN
ACTIVITY 2: GOAL-HUNTING
WIZARDS
Topic: Solving Linear Equations
Instruction:

1. With your assigned topic, create

a specific lesson objectives. These
objectives should be clear,
measurable, and achievable within
a single lesson.

2. The group should then choose a

representative to explain why they
chose these particular objectives.
(You should consider these
questions): Why we had created
this objectives and how do these
objectives align with our overall
learning goals for a successful
learning outcome? Why are the
objectives important to be
achieved?

RAVENCLAW
Activity 3. LET’S CREATE A
MAGIC

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 Instruction:
1. On a sheet of Manila paper,
create a 1-item multiple choice
involving triangles. (Problem
Solving)

2. Explain your answer and show

your solution on the board.

3. (Friendly note (optional): In

crafting your multiple choice item
the challenging, the better.

HUFFLEPUFF
Activity 4. I KNOW WHAT TO DO!

Instruction: Based on the given

scenario:
"Teacher Gonzaga was conducting
a summative test about "Solving
Functions" to her grade 8 students.
After checking the test, she found
out that majority of her students got
low scores."

1. Each member should brainstorm

and think of the possible reasons or
factors why the class may have
performed poorly on the test. (Give
at least 2 factors

2. After identifying the factors, write

it on the manila paper provided.

3. Lastly, discuss it on the class and

suggest a solution to each factors
that you have written.

Once you finish your tasks, you will

act and say the sounds of your
assigned animals.

B. Analysis Let’s start from group 1. (Group 1

representative will
share their answer)

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Job well done group 1, thank you!
Let’s give a dionesia clap to group
1.

Now, let’s proceed to group 2. (Group 2 will

representative will
share their answer)
Very good group 2, thank you! Let’s
give an angel clap to group 2.

Next, we have the group 3. (Group 3 will

representative will
share their answer)

Very good group 2, thank you! Let’s

give 5 claps to group 3.

Last but not the least, we have the (Group 4 will

group 4. representative will
share their answer)

Very good group 2, thank you! Let’s

give an omedetou clap to group 4.

At the count of 10 kindly go back to (Students will follow)

your proper seats quietly.

Thank you for the active

participation class. I’m glad that you
already have knowledge about the
activity. You all deserve a big round
of applause.

Now, from your activity, do you

have an idea of what will be our
lesson for today?

Yes, Jushua. Share your idea I think our lesson for

please. today ma’am is all
about the
Development of
Very good, that’s correct. Thank Varied Assessment
you! Tools.

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C. Abstraction Our topic for today’s lesson talks
about the Assessment Tools
Development.

 Assessment Tools
It is a systematic and standardized
instrument or method used to
evaluate and measure specific
attributes, skills, competencies or
behaviors of individuals in a
consistent and objective manner.

 Assessment Development
Cycle
This is a process itself that involves
4 straightforward steps. Each step
provides faculty an opportunity for
strategic planning, intentional
design, creativity, consideration of
student needs, communication, and
collaboration.

 Plan
-Good assessment planning begins
by identifying learning outcomes for
students.
-Planning then involves building
programs and courses that provide
students opportunities to achieve
these learning outcomes.

 Do
-Assessment gathers data on what
students do (what is learned) not on
what instructors do (what is taught).

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-However, the "DO" stage of the
assessment cycle begins with
instructors and with the question,
"How do I teach effectively?"

 Check
Checking seeks to determine the
extent to which students are
achieving each outcome.
-We look back on whether our
teaching strategies were successful
and what changes we can make
improve to student learning.

 Act
-Good instructors constantly act on
the results of assessment.

-When students don't seem to be

achieving desired outcomes,
instructors make adjustments. Such
a process is continuous and
includes both reinforcement and
revision.

TEST-ITEM FORMULATION

-Test item formulation refers to the

prTest item formulation refers to the
process of creating questions,
problems, or tasks for a test, exam,
quiz, or assessment.ocess

 Types of Objective Tests

a. True-false items
b. Multiple-choice type items
c. Matching items
d. Enumeration and filling of blanks
e. Essays

 Constructing True-False Tests

-Binomial-choice tests are tests that
have only two (2) options such as
true or false, right or wrong, yes or
no, and among others.

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 Rules in constructing True-false
test

Rule 1. Do not give a hint in the

body of question.

Example. The Philippines gained its

independence in 1898 and therefore
celebrated its centennial year in
2000.

Rule 2. Avoid using the words

"always", "never", "often", and other
adverbs that tend to be either
always true or false.

Example: Christmas always falls on a

Sunday because it is a Sabbath day.

Rule 3. Avoid long sentences as

these tend to be "true" Keep the
sentences short.

Example: Tests need to be valid,

reliable and useful, although, it
would require a great amount of
time and effort to ensure that tests
possess these test characteristics.

Rule 4. Avoid quoting verbatim

from reference materials or
textbooks.

Rule 5. Avoid a grossly

disproportionate number of either
true or false statements or patters.

 Constructing Multiple Choice

Tests
-Each item in a multiple choice test

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consists of two parts:
a. the stem
b. the options (correct/best and
distracters)

 Guidelines in Constructing
Multiple Choice Items

1. Do not use unfamiliar words,

terms, and phrases.

Example: What would be the system

reliability of a computer system
whose slave and peripherals are
connected in parallel circuits and
each one has a known time to
failure probability of 0.05?

2. Do not use modifiers that are

vague and whose meanings can
differ from one person to the next
such as: much, often, usually, etc.

Example: Much of the process of

photosynthesis takes place in the:

a. Bark
b. leaf
c. Stem

3. Do not use negatives or double

negatives as such statements tend
to be confusing. It is best to use
simpler sentences rather than
sentences that would require
expertise in grammatical
construction.

Example:
(Poor) Which of the following will
not cause inflation in the Philippine

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economy?

(Better) Which of the following will

cause inflation in the Philippine
economy?

4. Each item stem should be as

short as possible.

5. Distracters should be equally

plausible and attractive.

Example:
The short story: May Day's Eve, was
written by which Filipino author?

a. Jose Garcia Villa

b. Nick Joaquin
c. Genoveva Edrosa Matute
d. Robert Frost
e. Edgar Allan Poe

6. The length, explicitness, or degree

of technicality of alternatives should
not be the determinants of the
correctness of the answer. The
following is an example of this rule:

Example:
If the three angles of two triangles
are congruent, then the triangles
are:

a. congruent whenever one of the

sides of the triangles are congruent
b. similar
c. equiangular and therefore, must
also be congruent
d. equilateral if they are equiangular

7. Avoid stems that reveal the

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answer to another item.

8. Avoid alternatives that are

synonymous with others or those
that, include or overlap others.

Example:
What causes ice to transform from
solid state to liquid state?

a. Change in temperature
b. Changes in pressure
c. Change in the chemical
composition
d. Change in heat levels

9. Avoid use of unnecessary words

or phrases, which are not relevant to
the problem at hand (unless such
discriminating ability is the primary
intent of the evaluation).

Example:
The side opposite the thirty degree
angle in a right triangle is equal to
half the length of the hypotenuse. If
the sine of a 30-degree is 0.5 and its
hypotenuse is 5, what is the length
of the side opposite the 30-degree
angle?

a. 2.5
b. 3.5
c. 5.5
d. 1.5

10. Avoid use of non-relevant

sources of difficulty such as r10.
Avoid use of non-relevant sources
of difficulty such as requiring a
complex calculation when only

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 knowledge of a principle is being
tested.

D. Application Roleplay : (The students will do

At this juncture, groups 1 & 2 will a roleplay).
merge, and the same thing could be
said to groups 3 & 4
Group A is the name of Groups
1&2.
Group B is the name of Groups 3 &
4.

Given learning objectives:

a. Identify and define
quadratic functions,
equations and inequalities

b. Use properties of
quadratic functions and their
graphs

c. Solve applications of
quadratic functions

Scenario: Ms. Johnson

conducted a summative test
to her students. She asked
her students to take 1/4
sheet of paper and she
began to read the
assessment tool she made.
The test consists a variety of
questions, a true or false
type and a multiple choice
type.

Instructions:
- Select individuals to act as
Ms. Johnson, students, and
other school staff.

- For Ms. Johnson's

assessment tool, make your
own set of questionnaire: 1
true or false type of test and
1 multiple-choice type of
test.

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 Group A must act out
successful learning where
the assessment is effective
and the outcomes have
been met. What things
should be done in the next
lesson?

Group B must act out where

students failed to meet the
standards and the learning
objectives. As a teacher and
students, what things should
be done? (Hint: the teacher
can use the assessment
development cycle process)

I hope that you’ve gained

E. Generalization something from our discussion this
morning.
Yes!
Are we learning?
(Student will share in
So, what have you learned from front of the class of
today’s lesson? what did s/he learn
from the discussion).

IV. Evaluation (5 minutes)

Description: Choose the letter of the best answer.

1. What is the first step in the assessment development cycle?

a) Do

b) Plan

c) Act

d) Check

2. In the assessment development cycle, which phase involves setting clear learning objectives
and goals?

a) Check

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 b) Do

c) Plan

d) Act

3. Why is the assessment development cycle an iterative process?

a) To save time

b) To ensure validity and reliability

c) To reduce costs

d) To speed up assessment creation

4. Which of the following is an example of a performance-based assessment?

a) True-False test

b) Multiple-choice test

c) Essay test

d) Matching test

5. What type of assessment measures a student's ability to perform a specific task or skill?

a) Norm-referenced test

b) Criterion-referenced test

c) Objective test

d) Subjective test

6. When constructing a multiple-choice question, what should you include to make it effective?

a) A long and complex stem

b) Ambiguous language

c) A single correct answer

d) Irrelevant distractors

7. Which of the following is an example of a plausible distractor in a multiple-choice question?

a) The correct answer

b) A completely unrelated concept

c) A distractor that is grammatically incorrect

d) A common misconception

8. True or False: True-false questions are typically best suited for assessing higher-order thinking skills.

9. What should you avoid when constructing true-false questions to minimize ambiguity?

a) Using negatively worded statements

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 b) Providing explanations for each statement

c) Keeping statements concise

d) Using a mix of true and false statements

10. True or False: True-false questions are primarily used for assessing factual knowledge.

Answer key:

1. b) Plan
2. c) Plan
3. b) To ensure validity and reliability
4. c) Essay test
5. b) Criterion-referenced test
6. c) A single correct answer
7. d) A common misconception
8. False
9. a) Using negatively worded statements
10. True

V. Assignment

On a 1 whole sheet of Paper, write a reflective essay about the importance of Assessment Development
Cycle.

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