PROFESSIONAL EDUCATION - Assessment of Learning Criterion- referenced test is a test designed to measure the performance of students with respect

to some particular criterion or standard. Each individual is compared with a pre determined set
Assessment –refers to the process of gathering, describing or quantifying information about the of standard for acceptable achievement. The performance of the other examinees are irrelevant.
student performance. It includes paper and pencil test, extended responses (example essays) and A student’s score is usually expressed as a percentage and student achievement is reported for
performance assessment are usually referred to as”authentic assessment” task (example individual skills,
presentation of research work)
The purpose is to determine whether each student has achieved specific skills or concepts. And
Measurement-is a process of obtaining a numerical description of the degree to which an to find out how mush students know before instruction begins and after it has finished.
individual possesses a particular characteristic. Measurements answers the questions”how
much? Other terms less often used for criterion-referenced are objective referenced, domain referenced,
content referenced and universe referenced.
Evaluation- it refers to the process of examining the performance of student. It also determines
whether or not the student has met the lesson instructional objectives. According to Robert L. Linn and Norma E. gronlund (1995) pointed out the common
characteristics and differences of Norm-Referenced Tests and Criterion-Referenced Tests
Test –is an instrument or systematic procedures designed to measure the quality, ability, skill or
knowledge of students by giving a set of question in a uniform manner. Since test is a form of
assessment, tests also answer the question”how does individual student perform?
Common Characteristics of Norm-Referenced Test and Criterion-Referenced Tests
Testing-is a method used to measure the level of achievement or performance of the learners. It
also refers to the administration, scoring and interpretation of an instrument (procedure) 1. Both require specification of the achievement domain to be measured
designed to elicit information about performance in a simple of a particular area of behavior. 2. Both require a relevant and representative sample of test items
3. Both use the same types of test items
Types of Measurement 4. Both used the same rules for item writing (except for item difficulty)
5. Both are judge with the same qualities of goodness (validity and reliability)
There are two ways of interpreting the student performance in relation to classroom instruction. 6. Both are useful in educational assessment
These are the Norm-reference tests and Criterion-referenced tests.
Differences between Norm-Referenced Tests and Criterion Referenced Tests
Norm-reference test is a test designed to measure the performance of a student compared with
other students. Each individual is compared with other examinees and assigned a score-usually Norm –Referenced Tests Criterion-Referenced Tests
expressed as percentile, a grade equivalent score or a stanine. The achievement of student is
reported for broad skill areas, although some norm referenced tests do report student 1. Typically covers a large domain of 1.Typically focuses on a delimited domain
achievement for individual. learning tasks, with just few items of learning tasks, with a relative large
measuring each specific task. number of items measuring each specific
The purpose is to rank each student with respect to the achievement of others in broad areas of task.
knowledge and to discriminate high and low achievers.
2. Emphasizes discrimination among 2.Emphasizes among individuals can and
individuals in terms of relative of level
 of learning. cannot perform. 1. To determine the extent to which the instructional objectives have been met;
2. To certify student mastery of the intended outcome and used for assigning grades;
3. Favors items of large difficulty and 3.Matches item difficulty to learning tasks, 3. To provide information for judging appropriateness of the instructional objectives
typically omits very easy and very hard without altering item difficulty or 4. To determine the effectiveness of instruction
items omitting easy or hard times
MODE OF ASSESSMENT
4. Interpretation requires clearly defined 4.Interpretation requires a clearly defined
group and delimited achievement domain A. Traditional Assessment
1. Assessment in which students typically select an answer or recall information to
complete the assessment. Test may be standardized or teacher made test, these
tests may be multiple-choice, fill-in-the-blanks, true-false, matching type.
TYPES OF ASSESSMENT 2. Indirect measures of assessment since the test items are designed to represent
competence by extracting knowledge and skills from their real life context.
There are four type of assessment in terms of their functional role in relation to classroom
3. Items on standardized instrument tends to test only the domain of knowledge and
instruction. These are the placement assessment, diagnostic assessment, formative assessment
skill to avoid ambiguity to the test takers.
and summative assessment.
4. One-time measures to rely on a single correct answer to each item. There is a
A. Placement Assessment is concerned with the entry performance of student, the purpose limited potential for traditional test to measure higher order thinking skills.
of placement evaluation is to determine the prerequisite skills, degree of mastery of the B. Performance assessment
course objectives and the best mode of learning. 1. Assessment in which students are asked to perform real-world tasks that
B. Diagnostic Assessment is a type of assessment given before instruction. It aims to demonstrate meaningful application of essential knowledge and skills
identify the strengths and weaknesses of the students regarding the topics to be 2. Direct measures of students performance because task are design to incorporate
discussed. The purpose of diagnostic assessment: contexts, problems, and solutions strategies that students would use in real life.
1. To determine the level of competence of the students 3. Designed ill-structured challenges since the goal is to help students prepare for the
2. To identify the students who have already knowledge about the lesson; complex ambiguities in life.
3. To determine the causes of learning problems and formulate a plane for remedial 4. Focus on processes and rationales. There is no single correct answer, instead
action. students are led to craft polished, thorough and justifiable responses, performances
C. Formative Assessment is a type of assessment used to monitor the learning progress of and products.
the students during or after instruction. Purpose of formative assessment: 5. Involve long-range projects, exhibits, and performances are linked to the curriculum
1. To provide feed back immediately to both student and teacher regarding the success 6. Teacher is an important collaborator in creating tasks, as well as in developing
and failure of learning. guidelines for scoring and interpretation
2. To identify the learning errors that is need of correction C. Portfolio Assessment
3. To provide information to the teacher for modifying instruction and used for 1. Portfolio is a collection of student’s work specifically to tell a particular story about
improving learning and instruction the student.
D. Summative Assessment is a type of assessment usually given at the end of a course or 2. A portfolio is not a pie of student work that accumulates over a semester or year
unit. Purpose of summative assessment: 3. A portfolio contains a purposefully selected subset of student work
 4. It measures the growth and development of students 5. Be attainable within a reasonable amount of time
6. Be developmental appropriate
The Key to Effective Testing
Factors to Consider when Constructing Good Test Items
Objectives; The specific statements of the aim of the instruction; it should express what the
students should be able to do or know as a result of taking the course; the objectives should A. VALIDITY is the degree to which the test measures what is intended to measure. It is the
indicate the cognitive level, affective level and psychomotor level of expected performance. usefulness of the test for a given purpose. A valid test us always reliable.

Instruction: It consist all the elements of the curriculum designed to teach the subject, including B. RELIABILITY refers to the consistency of score obtained by the same person when
the lesson plans, study guide, and reading and homework assignment; the instruction should retested using the same instrument or one that is parallel to it.
corresponds directly to the objectives
C. ADMINISTRABILITY the test should be administered uniformly to all students so that
Assessment: The process of gathering , describing or quantifying information about the
the scores obtained will not vary due to factors other than differences of the students
performance of the learner; testing components of the subject; the weight given to different
knowledge and skills. There should be a clear provision for instruction for the students,
subject matter areas on the test should match with objectives as well as the emphasis given to
proctors and even the who will check the test or the scorer
each subject area during instruction.

Evaluation: Examining the performance of students and comparing and judging its quality. D. SCORABILITY the test should be easy to score, directions for scoring is clear, provide the
Determining whether or not the learner has met the objectives of the lesson and the extent of answer sheet and the answer key
understanding.

INSTRUCTIONAL OBJECTIVES E. APPROPRIATENESS the test item that the teacher construct must assess the exact
performances called for in the learning objectives. The test item should require the same
Instructional objectives play a very important role in the instructional process and the performance of the student as specified in the learning objectives.
evaluation process. It serves as guides for teaching and learning, communicate the intent of the
instruction to others and it provide a guidelines for assessing the learning of the students. F. ADEQUACY the test should contain a wide sampling if items to determine the
Instructional objectives also known as behavioral objectives or learning objectives are statement educational outcomes or abilities so that resulting scores are representatives of the total
which clearly describe an anticipated learning outcome. performance in the areas measured.

G. FAIRNESS the test should bit be biased to the examinees, it should not be offensive to
any examinees subgroups. A test can only be good if it is also fair to all test takers.
Characteristics of well-written and useful instructional objectives

1. Describe a learning outcome H. OBJECTIVITY represents the agreement of two or more raters or a test administrators
2. Be student oriented-focus on the learner not on the teacher concerning the score of a student. If the two raters who assess the same student on the
3. Be observable or describe an observable product same test cannot agree in score, the test lacks objectivity and the score of neither judge
4. Be sequentially appropriate
 is valid, thus, lack of objectivity reduces test validity in the same way that lack reliability Example :
influence validity.
Number of items for the topic” definition of linear function”
TABLE OF SPECIFICATIONS
Number of class session= 2
Table of specification is a device for describing test items in terms of the content and the process
dimensions. That is, what a student is expected to know and what he or she is expected to do Desired number of items= 40
with that knowledge. It is described by combination of content and process in the table of
Total number of class sessions=20
specification.

Sample of One way table of specification in Linear Function

Number of items= Number of class sessions x desired total number of itens
Content Number of Class Number of Test Item Total number of class sessions
Items
Sessions Distribution =2x40
20
1. Definition of linear function 2 4 1-4
Number of items= 4
2. Slope of a line 2 4 5-8

3. Graph of linear function 2 4 9-12

Sample of two way table of specification in Linear Function
4. Equation of linear function 2 4 13-16
content Class Knowl Com Applic Analysi Synthe Evaluati Total
5. Standard Forms of a line 3 6 17-22
hour edge preh ation s sis on
s ensio
6. Parallel and perpendicular 4 8 23-30
lines n
7. Application of linear functions 5 10 31-40
1.Definition of 2 1 1 1 1 4
TOTAL 20 40 40 linear function

2.Slope of a line 2 1 1 1 1

Number of items= Number of class sessions x desired total number of itens 3.Graph of linear 2 1 1 1 1 4
function
Total number of class sessions
4.Equation of 2 1 1 1 1 4 Difficulty index refers to the proportion of the number of students in the upper and lower
linear function groups who answered an item correctly. In a classroom achievement test, the desired indices of
difficulty not lower than 0.20 nor higher than 0.80. the average index difficulty form 0.30 or 0.40
5.Standard 3 1 1 1 1 1 1 6 to maximum of 0.60.
Forms of a line
DF = PUG + PLG
6.Parallel and 4 1 2 1 2 8 2
perpendicular
line PUG = proportion of the upper group who got an item right
PLG = proportion of the lower group who get an item right
7.Application of 5 1 1 3 1 3 10
linear functions
Level of Difficulty of an Item
TOTAL 20 4 6 8 8 7 7 40
Index Range Difficulty Level

0.00-0.20 Very difficult

0.21-0.40 Difficult

ITEM ANALYSIS 0.41-0.60 Moderately Difficult

Item analysis refers to the process of examining the student’s responses to each item in the test. 0.61-0.80 Easy
According to Abubakar S. Asaad and William M. Hailaya (Measurement and Evaluation Concepts
& Principles) Rexr Bookstore (2004 Edition), there are two characteristics of an item. These are 0.81-1.00 Very Easy
desirable and undesirable characteristics. An item that has desirable characteristics can be
retained for subsequent use and that with undesirable characteristics is either be revised or
rejected. Index of Discrimination

Discrimination Index is the differences between the proportion of high performing students who
got the item and the proportion of low performing students who got an item right. The high and
These criteria in determining the desirability and undesirability of an item.
low performing students usually defined as the upper 27% of the students based on the total
a. Difficulty if an item examination score and the lower 27% of the students based on total examination score.
b. Discriminating power of an item Discrimination are classified into positive Discrimination if the proportion of students who got
c. Measures of attractiveness an item right in the upper performing group is greater than the students in the upper performing
group. And Zero Discrimination if the proportion of the students who got an item right in the Di = PUG – PLG
upper performing group and low performing group are equal.
DE = Di
DM

Discrimination Index Item Evaluation DM= PUG + PLG

0.40 and up Very good item

Example: Eighty students took an examination in Algebra, 6 students in the upper group got the
0.30-0.39 Reasonably good item but possibly subject to correct answer and 4 students in the lower group got the correct answer for item number 6. Find
improvement the Discriminating efficiency

0.20-0.29 Marginal, usually needing and being subject to Given:

improvement
Number of students took the exam = 80
Below 0.19 Poor Item, to be rejected or improved by version
27% of 80 = 21.6 or 22, which means that there are 22 students in the upper performing group
and 22 students in the lower performing group.

Maximum Discrimination is the sum of the proportion of the upper and lower groups who
answered the item correctly. Possible maximum discrimination will occur if the half or less of the
PUG = 6/22 = 27%
sum of the upper and lower groups answered an item correctly.

Discriminating Efficiency is the index of discrimination divided by the maximum discrimination. PLG = 4/22 = 18%

PUG = proportion of the upper group who got an item right

PLG= proportion of the lower group who got an item right Di = PUG- PLG

Di = discrimination index = 27%- 18%

DM – Maximum discrimination Di= 9%

DE = Discriminating Efficiency

DM = PUG +PLG

Formula: = 27% + 18%

DM= 45%

Important Things to Remember About Validity

DE = Di/DM 1. Validity refers to the decisions we make, and not to the test itself or to the measurement
2. Like reliability, validity is not all or nothing concept; it is never totally absent or
= .09/.45 absolutely perfect.
3. A validity estimate, called a validity coefficient, refers to specific type of validity. It
DE = 0.20 or 20%
ranges between 0 to 1.
4. Validity can never be finally determined; it is specific to each administration of the test

This can be interpreted as on the average, the item is discriminating at 20% of the potential of an TYPES OF VALIDITY
item of its difficulty.
1. Content Validity- a type of validation that refers to the relationship between a test and
Measures of Attractiveness the instructional objectives, establishes content so that the test measures what it is
supposed to measure. Things to remember about validity:
To measure the attractiveness of the incorrect option ( distracters) in multiple-choice tests, we a. The evidence of the content validity of your test is found in the Table of
count the number if students who selected the incorrect option in both upperand lower groups. Specification.
The incorrect option is said to be effective distracter if there are more students in the lower b. This is the most important type of validity to you, as a classroom teacher.
group chose that incorrect option than those students in the upper group. c. There is no coefficient for content validity. It is determined judgmentally, not
empirically.
Steps of Item Analysis 2. Criterion-related Validity- a type of validation that refers to the extent to which scores
form a test relate to theoretically similar measures. It is a measure of how accurately a
1. Rank the scores of the students from highest score to lowest score.
student’s current test score can be used to estimate a score on criterion measure, like
2. Select 27% of the papers within the upper performing group and 27% of the papers
performance in courses, classes or another measurement instrument. Example,
within the lower performing group.
classroom reading grades should indicate similar levels of performance as Standardized
3. Set aside the 46% of papers because they will not be used for item analysis.
Reading Test scores.
4. Tabulate the number of students in the upper group and lower group who selected each
a. Construct Validity- a type of validation that refers to a measure of the extent to
alternative.
which a test measures a hypothetical and unobservable variable or quality such as
5. Compute the difficulty of each item
intelligence, math achievement, performance anxiety, etc. it established through
6. Compute the discriminating powers of each item
intensive study of the test or measurement instrument.
7. Evaluate the effectiveness of the distracters
b. Predictive Validity- a type of validation that refers to a measure of the extent to
VALIDITY OF A TEST which a person’s current test results can used to estimate accurately what that
persons performance or other criterion, such as test scores will be at the later time.
Validity refers to the appropriateness of score-based inferences; or decisions made based on the
students test results. The extent to which a test measures what is supposed to measure.
 3. Concurrent Validity- a type of validation that require the correlation of the predictor or 6. How many test items will required to measure the performance adequately on each
concurrent measure with the criterion measure. Using this, we can determine whether a objective?
test is useful to us as predictor or as substitute ( concurrent) measure. The higher the 7. When and how will the test be administered?
validity coefficient, the better the validity evidence of the test. In establishing the
concurrent validity evidence no time interval is involved between the administration of Reliability of a Test
the new test and the criterion or established test.
Reliability refers to the consistency of measurement; that is, how consistent test results of other
Factors Affecting the Validity of a Test Item assessment results from one measurement to another. We can say that at test is reliable when it
can be used to predict practically the same scores when test administered twice to the same
1. The test itself group of students and with a reliability index of 0.50 or above. The reliability of a test can be
2. The administration and scoring of a test determined by means of Pearson Product Correlation Coeffficient, Spearman-Brown Formula
3. Personal factors influencing how students response to the test and Kuder-Richardon Formula.
4. Validity is always specific to a particular group

Ways to Reduce the Validity of the Test Item

Factors Affecting the Reliability of a Test
1. Poorly constructed test items
2. Unclear directions 1. Length of the test
3. Ambiguous items 2. Moderate item difficulty
4. Reading vocabulary too difficult 3. Objective scorung
5. Complicated syntax 4. Heterogeneity of the student group
6. Inadequate time limit 5. Limited time
7. Inappropriate level of difficulty
Four Methods of Establishing Reliability
8. Unintended clues
9. Improper arrangement of items 1. Test-retest Method. A type of reliability determined by administering the same test
twice to the same group of students with any time interval between tests. The result of
Test Design to Improve validity
the test scores are correlated using the Pearson Product Correlation Coefficient and this
1. What is the purpose of the test? correlation coefficient provides a measure of stability. This indicates how stable the test
2. How well do the instructional objectives selected for the test represent the instructional result over a period of time.
goals. 2. Equivalent –Form Method. A type of reliability determined by administering two
3. Which test item format will best measure achievement of each objective? different but equivalent forms of the test ( also called parallel or alternate forms) to the
4. How many test item will be required to measure the performance adequately on each same group of students in close succession. The equivalent forms are constructed to the
objective? same set of specifications that is similar in content, type of item and difficulty. The result
5. When and how will the test be administered? of the test score are correlated using the Pearson Product Correlation Coefficient and
this correlation coefficient provides a measure of the degree to which generalization
 about the performance of students from one assessment to another assessment is Measures of Central Tendency it is a single value that is used to identify the center of the data, it
justified. It measures the equivalence of the tests. is taught as the typical value in a set of scores. It tends to lie within the center if it is arranged
3. Split –Half method- administer test once. Score two equivalent halves of the test. To split form lowest to highest or vice versa. There are three measures of central tendency commonly
the test into halves that are equivalent, the usual procedure is to score the even- used; the mean, median and mode.
numbered and the odd-numbered separately. This provides a measure of internal
consistency. It indicates the degree to which consistent results are obtained from two The Mean
halves of the test
The Mean is the common measures of center and it also know as the arithmetic average.
4. Kuder- Richardon Formula. Administer the test score one. Score total teal and apply the
Kuder-Richardon Formula. The Kuder-Richardon formula is applicable only in situation Sample Mean = ∑x
where students responses are scored dichotomously and therefore is most useful with n
traditional test items that are scored as right or wrong. KR-20 estimates of reliability
that provide information about the degree to which the items are of equal difficulty. ( A ∑= sum of the scores
statistical procedure used to estimate coefficient alpha, or a correlation coefficient is
given) X= individual scores

Descriptive Statistics of Test Scores n = number of scores

Statistics play a very important role in describing the test scores of students. Teachers should Steps in solving the mean value using raw scores
have a background on the statistical techniques in order for them to analyze and describe the
1. Get the sum of all the scores in the distribution
result of measurement obtained in their own classroom; understand the statistics uses in the test
2. Identify the number of scores (n)
and research reports; interpret the types of scores used in testing.
3. Substitute to the given formula and solve the mean value
Descriptive Statistics- is concerned with collecting, describing, and analyzing a set of data
Example: Find the mean of the scores of students in algebra quiz
without drawing conclusions or inferences about a large group of data in terms of tables, graphs,
or single number (example average score of the class in a particular test) (x) scores in algebra

Inferential Statistics- is concerned with the analysis of a subset of data leading to prediction or 45
inferences about the entire set if data or population 35
48
We shall discussed different statistical technique used in describing and analyzing test results. 60
44
1. Measures of Central Tendency (Averages) 39
2. Measures of Variability ( Spread of Scores 47
3. Measures of Relationship (Correlation) 55
4. Skewness 58
54
∑x = 485
n= 10 55
58
54
Mean = ∑x
n First , arrange the scores from lowest to highest and find the average of two middle most scores
= 485÷ 10 since the number of cases in an even.
Mean = 48.5 35
39
Properties of Mean 44
1. Easy to compute 45
47
2. It may be an actual observation in the data set
48
3. It can be subjected to numerous mathematical computation 54
4. Most widely used 55
5. Each data affected by the extremes values 58
6. It is easily affected by the extremes values 60
7. Applied to interval level data
Mean = 47 + 48
2
= 47.5 is the median score

The Median 50% of the scores in the distribution fall below 47.5
The median is a point that divides the scores in a distribution into two equal parts when the
scores are arranged according to magnitude, that is from lowest score to highest score or
highest score to lowest score. If the number of score is an odd number, the value of the median is
the middle score. When the number of scores is even number, the median values is the average Example 2. Find the median of the scores of 9 students in algebra quiz
of the two middle scores.
(x) scores of students in algebra
35
39
Example: 1. Find the median of the scores of 10 students in algebra quiz. 44
45
(x) scores of students in algebra 47
45 48
35 54
38 55
60 58
44
39 The median value is the 5th score which is 47. Which means that 50% of the scores fall below 47.
47
Properties of Median Measures of Variability

1. It is not affected by extremes values Measures of Variability is a single value that is used to describe the spread out of the scores in
2. It is applied to ordinal level of data distribution, that is above or below the measures of central tendency. There are three commonly
3. The middle most score in the distribution used measures variability, the range, quartile deviation and standard deviation
4. Most appropriate when there are extremes scores
The Range
The Mode
Range is the difference between highest and lowest score in the data set.
The mode refers to the score or scores that occurred most in the distribution. There are
classification of mode: a) unimodal is a distribution that consist of only one mode. B) bimodal is a R=HS-LS
distribution of scores that consist of two modes, c) multimodal is a score distribution that consist
Properties of Range
of more than two modes.
1. Simplest and crudest measure
Properties of Mode
2. A rough measure of variation
1. It is the score/s occurred most frequently 3. The smaller the value, the closer the score to each other or the higher the value, the
2. Nominal average more scattered the scores are.
3. It can be used for qualitative and quantitative data 4. The value easily fluctuate, meaning if there is a changes in either the highest score or
4. Not affected by extreme values lowest score the value of range easily changes.
5. It may not exist
Example: scores of 10 students in Mathematics and Science. Find the range and what subject has
Example 1. Find the mode of the scores of students in algebra quiz: a greater variability?
34,36,45,65,34,45,55,61,34,46
Mathematics Science
Mode= 34 , because it appeared three times. The distribution is called unimodal.
35 35

33 40
Example 2. Find the mode of the scores of students in algebra quiz:
34,36,45,61,34,45,55,61,34,45 45 25

Mode 55 47

= 34 and 45, because both appeared three times. The distribution is called bimodal 62 55

34 35
 Q3= third quartile value

54 45 Q1= first quartile value

36 57 Example : In a score of 50 students, the Q3 = 50.25 and Q1 = 25.45, Find the QD

QD = Q3-Q1
47 39
2
40 52 =50.25 – 25.4
2

QD= 12.4
Mathematics Science

HS = 62 HS =57 The value of QD =12.4 which indicates the distance we need to go above or below the median to
include approximately the middle 50% of the scores.
LS= 33 LS= 25
The standard deviation
R = HS-LS R= HS-LS
The standard deviation is the most important and useful measures of variation, it is the square
R= 62-33 R= 57-25 root of the variance. It is an average of the degree to which each set of scores in the distribution
deviates from the mean value. It is more stable measures of variation because it involves all the
R= 29 R= 32
scores in a distribution rather than range and quartile deviation.

SD = √∑( x-mean)2
n-1
Based form the computed value of the range, the scores in Science has greater variability.
Meaning, scores in Science are more scattered than in the scores in Mathematics where ,x = individual score
The Quartile Deviation n= number of score in a distribution
Quartile Deviation is the half of the differences the third quartile (Q3) and the first quartile (Q1). Example: 1. Find the standard deviation of scores of 10 students in algebra quiz. Using the given
It is based on the middle 50% of the range, instead the range of the entire set data below.
Of distribution. In symbol QD = Q3-Q1
2

QD= quartile deviation

x (x-mean)2

45 12.25 SD= √∑(x-mean)2

35 182.25 n-1

48 0.25

60 132.25 SD= √ 602.5

44 20.5 10-1

39 90.25 SD= √ 66.944444

47 2.25

55 42.25 SD= 8.18, this means that on the average the

amount that deviates from the mean value=
58 90.25 48.5 is 8.18

54 30.25

∑x= 485 ∑(x-mean)2 = 602.25 Example 2: Find the standard deviation of the score of 10 students below. In what subject has
greater variability
N= 10
Mathematics Science

35 35
Mean = ∑x
33 40
N
45 25
= 485
55 47
10
62 55
Mean= 48.5
34 35
 ∑x = 441 ∑(x-mean)2 = 936.9

54 45 Mean = 44.1 ∑(x-mean)2= 918

36 57

47 39

40 52 SD= √∑(x-mean)2
n-1

= √ 936.9
10-1
=√104.1
Solve for the standard deviation of the scores in mathematics
SD = 10.20 for the mathematics subject
Mathematics (x) (x-mean)2

35 82.81 Solve for the standard deviation of the score in science

33 123.21

45 0.81 Science (x) (x-mean)2

55 118.81 36 64

62 320.41 40 9

34 102.01 25 324

54 98.01 47 16

36 65.61 55 144

47 8.41 35 64

40 16.81 45 4
57 196 Coefficient of variation is a measure of relative variation expressed as percentage of the
arithmetic mean. It is used to compare the variability of two or more sets of data even when the
39 16 observations are expressed in different units of measurement. Coefficient of variation can be
solve using the formula.
52 81
CV = (SD)x 100%
∑x= 430 ∑(x-mean)2= 918 Mean

The lower the value of coefficient of variation, the more the overall data approximate to the
mean or more the homogeneous the performance of the group
Mean =430
10
Group Mean Standard deviation
Mean= 43

SD= √∑(x-mean)2 A 87 8.5

n-1
B 90 10.25
= √ 918
10-1
=√ 102

SD= 10.10 for science subject

The standard deviation for mathematics subject is 10.20 and the standard deviation foe science
CV Group A= standard deviation x 100%
subject is 10.10, which means that mathematics scores has a greater variability than science Mean
scores. In other words, the scores in mathematics are more scattered than in science.
= 8.5 x 100%
Interpretation of Standard Deviation 87
CV Group A=9.77%
When the value of standard deviation is large, on the average, the scores will be far form the
mean. On the other hand. If the value of standard deviation is small, on the average, the score will
be close form the mean. CV GroupB= standard deviation x 100%
Mean
Coefficient of Variation
= 10.25 x 100%
90
CV Group B=11.39% James Mark’s examination results in the three subjects are as follows:

The CV of Group A is 9.77% and CB of Group B is 11/39%, which means that group A has Subject Mean Standard deviation James Mark’s Grade
homogenous performance.
Math Analysis 88 10 95
Percentile Rank Natural Science 85 5 80
The Percentile rank of a score is the percentage of the scores in the frequency distribution
which are lower. This means that the percentage of the examinees in the norm group who scored Labor Management 92 7.5 94
below the score of interest. Percentile rank are commonly used to clarify the interpretation of
scores on standardized tests.

Z- SCORE EXAMPLE:A study showed the performance of two Groups A and B in a certain test given by a
Z- score (also known as standard score) measures how many standard deviations an researcher. Group A obtained a mean score of 87 points with standard deviation of 8.5 points,
observations is above or below the mean. A positive z-score measures the number of standard Group B obtained a mean score of 90 points with standard deviation of 10.25 points. Which of
deviation a score is above the mean, and a negative z-negative z-score gives the number of the two group has a more homogeneous performance?
standard deviation a score is below the mean.
In what subject did James Mark performed best? Very Poor?

The z-score can be computed using the formula Z math analysis = 95-88

Z= x-µ for population 10

o
Z math analysis = 0.70
Z= x-mean for sample
Z natural science= 80-85
SD
Where 5

X= is a raw score Z natural Science= -1

0= is the standard deviation of the population Z labor management = 94-92

µ= is the mean of the population 7.5

SD= is the standard deviation of the sample Z labor management = 0.27

EXAMPLE:
James Mark had a grade in Math Analysis that was 0.70 standard deviation above the mean of the Stanine also known as standard nine, is a simple type of normalized standard score that illustrate
Math Analysis grade, while in Natural Science he was -1.0 standard deviation below the mean of the process of normalization. Stanines are single digit scores ranging form 1 to 9.
Natural Science grade. He also had a grade in Labor Management that was 0.27 standard
deviation above the mean of the Labor Management grades. Comparing the z scores, James Mark The distribution of new scores is divided into nine parts
performed best in Mathematics Analysis while he performed very poor in Natural Science in
relation to the group performance.
Percent 4% 7% 12% 17% 20% 17% 12% 7% 4%
in
Stanine
s

2 3 4 5 6 7 8 9
T-score
Stanine 1
T-score can be obtained by multiplying the z-score by 10 and adding the product to 50. In s
symbol, T-score = 10z +50

Using the same exercise, compute the T-score of James Mark in Math Analysis, Natural Science
and Labor Management Skewness

T- score (math analysis) = 10 (.7) +50 Describes the degree of departures of the distribution of the data from symmetry.

= 57 The degree of skewness is measured by the coefficient of lsewness, denoted as SK and computed
as,
T- score (natural science) = 10(-1)+50

= 40
SK= 3(mean-media)
T-score (labor management) = 10(0.27) +50 SD
Normal curve is a symmetrical bell shaped curve, the end tails are continuous and asymptotic.
=52.7 The mean, median and mode are equal. The scores are normally distributed if the computed
value of SK=0
Since the highest T-score us in math analysis = 57, we can conclude that James Mark performed
best in Math analysis than in natural science and labor management. Areas Under the Normal Curve

Stanine
Positively skewed when the curve is skewed to the right, it has a long tail extending off to the 3. Identify the levels of performance for each criterion. There is no guidelines with regards
right but a short tail to the left. It increases the presence of a small proportion of relatively large to the number of levels of performance, it vary according to the task and needs. It can
extreme value SK˃0 have as few as two levels of performance or as many as the teacher can develop. In this
case, the rater can sufficiently discriminate the performance of the students in each
When the computed value of SK is positive most of the scores of students are very low, meaning
to say that they performed poor in the said examination criteria. Through this levels of performance, the teacher or the rater can provide more
detailed feedback about the performance of the students. It is easier also for the teacher
Negatively skewed when a distribution is skewed to the left. It has a long tail extending off to the and students to identify the areas needed for improvement.
left but a short tail to the right. It indicates the presence of a high proportion of relatively large
extreme values SK˂0.
Types of Rubrics
1. Holistic Rubrics
When the computed value of SK is negative most of the students got a very high score, meaning
In holistic rubrics does not list a separate levels of performance for each criterion.
to say that they performed very well in the said examination
Rather , holistic, rubrics assigns a level of performance along with a multiple criteria as a
whole, in other words you put all the component together.
Rubrics
Advantage: quick scoring, provide overview of students achievement.
Disadvantage: does not provide detailed information about the student performance in
Rubrics is a scoring scale and instructional tool to assess the performance of student using a
specific areas of the content and skills. May be difficult to provide one overall score.
task-specific set of criteria. It contains two essential parts: the criteria for the task and levels of
performance for each criterion. It provides teachers an effective means of students-centered
2. Analytic Rubrics
feedback and evaluation of the work of students. It also enables teachers to provide a detailed
In analytic rubrics the teacher or the rater identify and assess components of a finished
and informative evaluations of their performance.
product. Breaks down the final product into component parts and each part is scored
Rubrics is very important most especially if you are measuring the performance of students
independently. The total score is the sum of all the rating for all the parts that are to be
against a set of standard or pre-determined set of criteria. Through the use of scoring rubrics or
assessed or evaluated. In analytic scoring, it is very important for the rater to treat each
rubrics the teachers can determine the strengthens and weaknesses of the students, hence it
part as separate to avoid bias toward the whole product.
enables the students to develop their skills.
Advantage: more detailed feedback, scoring more consistent across students and
graders.
Steps in developing a Rubrics
Disadvantage: time consuming to score.
1. Identify your standards, objectives and goals for your students. Standard is a statement
of what the students should be able to know or be able to perform. It should indicate
Example of Holistic Rubric
that your students should be able to know or be able to perform. It should indicate that
3-Excellent Researcher
your students should met these standards. Know also the goals for instruction, what are
 Included 10-12 sources
the learning outcomes.
 No apparent historical inaccuracies
2. Identify the characteristics of a good performance on the task, the criteria, when the  Can easily tell which sources information was drawn from
students perform or present their work, it should indicate that they performed well in  All relevant information is included
the task given to them; hence they met that particular standards. 2- Good Researcher
 When assessing the performance of the students using performance based assessment it is very
 Included 5-9 sources important to use scoring rubrics. The advantages of using rubrics in assessing student’s
 Few historical inaccuracies performance are:
 Can tell with difficulty where information came from
 Bibliography contains most relevant information 1. Rubrics allow assessment to become more objective and consistent
1-Poor Researcher 2. Rubrics clarify the criteria in specific terms
3. Rubrics clearly show the student how work will be evaluated and what is expected
 Included 1-4 sources 4. Rubrics promote student awareness of the criteria to use in assessing peer performance
 Lots of historical inaccuracies
5. Rubrics provide useful feedbacks regarding the effectiveness of the instruction: and
 Cannot tell from which source information came from
 Bibliography contains very little information 6. Rubrics provide benchmarks against which to measure and document progress

PERFORMANCE BASED ASSESSMENT

Performance based assessment is a direct and systematic observation of actual performances of

Example of Analytic Rubric the students based from a pre-determined performance criteria as cited by (Gabuyo, 2011). It is
an alternative form of assessing the performance of the students that represent a set of strategies
Criteria Limited Acceptable Proficient for the application of knowledge, skills and work habits through the performance of tasks that
are meaningful and engaging to students”
1 2 1
Framework of Assessment Approaches
Made good observations Observations are Most observations All observations are
absent or vague are clear and clear and detailed Selection Type Supply Type Product Performance
detailed
True-false Completion Essay, story or poem Oral presentation of
Made good predictions Predictions are Most predictions All predictions are report
absent or are reasonable reasonable
irrelevant Multiple-choice Label a diagram Writing portfolio Musical, dance or
dramatic performance
Appropriate conclusion Conclusion is Conclusion is Conclusion is
absent or consistent with consistent with Matching type Short answer Research report Typing test
inconsistent with most observations observations
Concept man Portfolio exhibit, Art Diving
observation
exhibit

Writing journal Laboratory

Advantages of Using Rubrics demonstration
 Cooperation in group 2. The process is orderly and directly observable;
works 3. Correct procedures/steps in crucial to later success;
4. Analysis of procedural steps can help in improving the product,
Forms of Performance Based Assessment 5. Learning is at the early age.

1. Extended response task Use the product when:

a. Activities for single assessment may be multiple and varied
b. Activities may be extended over a period of time 1. Different procedures result in an equally good product;
c. Products from different students may be different in focus 2. Procedures not available for observation;
2. Restricted-response tasks 3. The procedures have been mastered already;
a. Intended performances more narrowly defined than extended-response tasks. 4. Products have qualities that can be identified and judge
b. Questions may begin like a multiple-choice or short answer stem, but then ask for
explanation, or justification. The final step in performance assessment is to assess and score the student’s performance. To
c. May have introductory material like an interpretative exercise, but then asks for an assess the performance of the students the evaluator can used checklist approach , narrative or
explanation of the answer, not just the answer itself anecdotal approach, rating scale approach, and memory approach. The evaluator can give
3. Portfolio is a purposeful collection of student work that exhibits the student’s efforts, feedback on a student’s performance in the form of narrative report or grade. There are
progress and achievements in one or more areas. different was to record the results of performance-based assessments.

Uses of Performance Based Assessment 1. Checklist Approach are observation instruments that divide performance whether it is
certain or not certain. The teacher has to indicate only whether or not certain elements
1. Assessing the cognitive complex outcomes such as analysis, synthesis and evaluation are present in the performances
2. Assessing non-writing performances and products 2. Narrative/Anecdotal Approach is continuous description of student behavior as it
3. Must carefully specify the learning outcomes and construct activity or task that actually occurs, recorded without judgment or interpretation. The teacher will write narrative
called forth. reports of what was done during each of the performances. Form these reports teachers
can determine how well their students met their standards.
Focus of Performance Bases Assessment 3. Rating Scale Approach is a checklist that allows the evaluator to record information on a
scale, noting the finer distinction that just presence or absence of a behavior. The
Performance based assessment can assess the process, or product or both (process and product)
teacher they indicate to what degree the standards were met. Usually, teachers will use a
depending on the learning outcomes. It also involves doing rather that just knowing about the
numerical scale. For instance, one teacher may arte each criterion on a scale of one to
activity or task. The teacher will assess the effectiveness of the process or procedures and the
five with one meaning “ skills barely present” and five meaning “skill extremely well
product used in carrying out the instruction. The question is when to use the process and the
executed.”
product?
4. Memory Approach the teacher observes the students when performing the tasks
Use the process when: without taking any notes. They use the information from memory to determine whether
or not the students were successful. This approach is not recommended to use for
1. There is no product assessing the performance of the students.
PORTFOLIO ASSESSMENT There are three basic types of portfolio to consider for classroom use. These are working
portfolio, showcase portfolio and progress portfolio
Portfolio assessment is the systematic, longitudinal collection of student work created in
response to specific, know instructional objectives and evaluated in relation to the same criteria. 1. Working Portfolio
Student Portfolio is a purposeful collection of student work that exhibits the students efforts, The first type of portfolio is working portfolio also known as “teacher-student portfolio”.
progress and achievements in one or more areas. The collection must include student As the name implies that it is a project “in work” it contains the work in progress as well
participation in selecting contents, the criteria for selection, the criteria for judging merit and as the finished samples of work use to reflect in process by the students and teachers. It
evidence of student self-reflection. documents the stages of learning and provides a progressive record of student growth.
This is interactive teacher-student portfolio that aids in communication between teacher
and student.

Comparison of Portfolio and Traditional Forms of Assessment

The working portfolio may be used to diagnose student needs. In both student and
Traditional Assessment Portfolio Assessment teacher have evidence of student strengths and weakness in achieving learning
objectives, information extremely useful in designing future instruction.
Measures student’s ability at one time Measures student’s ability over time
2. Showcase Portfolio
Done by the teacher alone, students are not Done by the teacher and the students, the Showcase portfolio is the second type of portfolio and also know as best works portfolio
aware of the criteria students are aware of the criteria or display portfolio. In this kind of portfolio, it focuses on the student’s best and most
representative work. It exhibit the best performance of the student. Best works portfolio
Conducted outside instruction Embedded in instruction may document student activities beyond school for example a story written at home. It
is just like an artist’s portfolio where a variety of work is selected to reflect breadth of
Assigns student a grade Involves student in own assessment
talent, painters can exhibits the best paintings. Hence, in this portfolio the student
selects what he or she thinks is representative work. This folder is most often seen at
Does not capture the students language ability Capture many facets if language learning
open houses and parent visitations.
performance

Does not include the teacher’s knowledge of Allows for expression of teacher’s knowledge The most rewarding use of student portfolios is the display of student’s best work, the
student as a learner of student as learner work that makes them proud. In this case, it encourages self-assessment and build self-
esteem to students. The pride and sense of accomplishment that students feel make the
Does not gives student responsibility Student learns how to take responsibility effort well worthwhile and contribute to a culture for learning in the classroom

3. Progress Portfolio
This third type of portfolio is progress portfolio and it is also known as Teacher
Alternative Assessment Portfolio. It contains examples of student’s work with the same
types done over a period of time and they are utilized to assess their progress
Three Types of Portfolio
 All the works of the students in this type of portfolio are scored, rated, ranked, or 1. Purpose: What is the purposes of the portfolio?
evaluated. 2. Audience: For what audience will the portfolio be created?
3. Content: What samples of student work will be included?
Teachers can keep individual student portfolios that are solely for the teacher’s use as 4. Process: What processes (e.g. selection of work to be included, reflection in work,
an assessment tool. This a focused type of portfolio and is a model approach to conferencing) will be engaged in during the development of the portfolio?
assessment. 5. Management: How will time and materials be managed in the development of the
portfolio?
Assessment portfolios used to document student learning on specific curriculum 6. Communication: How and when will the portfolio be shared with pertinent audiences?
outcomes and used to demonstrate the extent of mastery in any curricular area, 7. Evaluation: If the portfolio is to be used for evaluation, when and how should it be
evaluated?

Guidelines for Assessing Portfolios

Uses of Portfolios
1. Include enough documents (items) on which to base judgment
2. Structure the contents to provide scorable information
1. It can provide both formative and summative opportunities for monitoring progress
3. Develop judging criteria and a scoring scheme fir raters to use in assessing the portfolios
toward reaching identified outcomes
4. Use observation instruments such as checklists and rating when possible to facilitate
2. Portfolios can communicate concrete information about what us expected of
scoring.
students in terms of the content and quality of performance in specific curriculum
5. Use trained evaluators or assessors
areas.
3. A portfolio is that they allow students to document aspects of their learning that do Guidance and Counseling
not show up well in traditional assessments
4. Portfolios are useful to showcase periodic or end of the year accomplishment of Guidance and Counseling are both process to solve problems of life, they differ only on the
students such as in poetry, reflections on growth, samples of best works, etc. approach used. In guidance the client’s problems are listened carefully and readymade solutions
5. Portfolios may also be used to facilitate communication between teachers and are provided by the experts. While in counseling the client’s problem are discussed and relevant
parents regarding their child’s achievement and progress in a certain period of time. information are provided in-between. Through these information, the client will gain an insight
6. The administrator may use portfolios for national competency testing to grant high to the problem and become empowered to take his own decision.
school credit, to evaluate education programs.
7. Portfolios may be assembled for combination of purposes such as instructional Guidance Counselor assist each student to benefit from the school experience through attention
enhancement and progress documentation. A teacher reviews students portfolios to their personal, social and academic needs.
periodically and make notes for revising instruction for next year used.
Guidance (Downing) as pointed out by Lao (2006) is an organized set of specialized services
According to Mueller (2010) there are seven steps in developing portfolios of students. established as an integral part of the school environment designed to promote the development
of students and assist them toward a realization of sound, wholesome adjustment and maximum
Below are the discussions of each step. accomplishment commensurate with their potentialities.
Guidance (Good) is a process id dynamic interpersonal relationship designed to influence the 4. As Conductor of Activities
attitude and subsequent behavior of the person. 5. As Change Agent

Counseling is both process and relationship. It is a process by which concentrated attention is

given by both counselor and counselee to the problems and concerns of the students in a setting
of privacy, warmth, mutual acceptance and confidentiality. As a process it utilizes appropriate Essential Elements of Counseling Process
tools and procedure which contribute to experience. Counseling is also a relationship
1. Anticipating the interview
characterized by trust, confidence and intimacy in which the students gains intellectual and
2. Developing a positive working relationship
emotional stability from which he can resolve difficulties, make plans and realize greatest self-
3. Exploring feelings and attitudes
fulfillment.
4. Reviewing and determining present status
Villar (2207) pointed out the different guidance services based from Rules and Regulations of 5. Exploring alternatives
Republic Act 9258, Rule 1, Section 3 Manila standard, 2007) and other services not mentioned in 6. Reading decision
Rules and Regulations 7. Post counseling contact

1. Individual inventory/ analysis Techniques and Methodologies used in the Guidance Process
2. Information
1. Autobiography
3. Counseling
2. Anecdotal record
4. Research
3. Case study
5. Placement
4. Cumulative record
6. Referral
5. Interview
7. Follow-up
6. Observation
8. Evaluation
7. Projective techniques
9. Consultation
8. Rating scale
10. Program development
9. Sociometry
11. Public relations
Ethical Consideration of the Counselor

Roles of the Guidance Counselor 1. Counselor’s responsibility to the client and to his family
2. Recognize the boundaries of their competence and their own personal and professional
There are 5 roles of the guidance counselor are discussed by Dr. Imelda V.G. Villar in her book
limitations
“implementing a comprehensive Guidance and Counseling Programs in the Philippines (2007)
3. Confidentiality
1. As Counselor 4. Imposition of one’s values and philosophy of life on the client is considered unethical.
2. As Coordinator
Four Important Functions of Guidance Services
3. As Consultant\
1. Counseling
 Individual counseling
 Small group counseling
 Crisis counseling
 Career counseling
 Referrals
 Peer helping programs
2. Prevention
 Primary, secondary, tertiary plans and programs
 Individual assessments coordinated student support team activities
 Students activities
 Transitional planning