St.

Louis College of Bulanao

Purok 6, Bulanao, Tabuk City, Kalinga 3800

This module is a requirement of the Saint Louis College of Bulanao in response to the
implementation of the Blended Learning way of Instruction.

The learning Material is a property of the College of Education- Saint Louis College of
Bulanao, Tabuk City. It aims to improve students’ performance specifically in Professional
Education .

Date of Development: August 2021

Resource Location: Bulanao, Tabuk City
Learning Area: Assessment of Student’s Learning 1
Learning Resource Type: Module

GENERAL INTRUCTION/S:
The module will start with an introduction which will give a general background on the Remedial
Instruction in Mathematics. Series of activities and discussions will encourage you to explore and
learn about the topic. Through this module, the following instruction/s should be followed.

I. This module is exclusively for SLCB students only.

II. Reproduction of this module for commercial purposes is strictly prohibited.
III. You may use this module for any acceptable purposes.

Chapter 2: Principles of High Quality Assessment

I. INTRODUCTION: Assessment of Learning focuses on the development and utilization of

assessment tools to improve the teaching – learning process.

II. LEARNING OUTCOMES: At the end of the lesson, the student should be able:
a. To discuss the different learning targets

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 b. To identify the different assessment methods
c. To differentiate the different properties of assessment methods
d. To determine the reliability of a measuring instrument using the different methods of estimating
reliability coefficient

III. COURSE CONTENT:

a) Clarity of Learning Targets
b) Appropriateness of Assessment Models
c) Properties of Assessment Methods
IV. LEARNING EXPERIENCES
*In planning for assessment, the following things must be taken into consideration:
1. Aims
2. Goals
3. Instructional Objectives
4. Learning outcomes

Aims –are orientations that suggest end points. They are not specific quantifiable outcomes.
They must address the cognitive, psychomotor, and affective aspects/domain of an individual.

Example:
The following are the aims of the education from the 1987 Philippine Constitution:
1. Inculcate patriotism and nationalism
2. Foster love of humanity
3. Respect for humanity
4. Appreciation of the role o the national heroes in the historical development of the country
5. Teach the rights and duties of citizenship
6. Strengthen ethical and spiritual values
7. develop moral character and personal discipline
8. Encourage critical and creative thinking
9. broaden scientific and technological knowledge
10. Promote vocational efficiency

Goals – are derived from the aims of education. They are broad statements that provide guidelines
on what to accomplish as a result of prescribed educational program.

Example: The goal of Philippine Education is expressed as follows:

“Provide for a broad general education that will assist each individual in the peculiar ecology of
his own society, to
a) Attain his potentials as a human being
b) Enhance the range and quality of individual and group participation in the function of society
c) Acquire the essential education foundation for his development into a productive and versatile
citizen.

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Objectives – are more specific than goals. They describe learning outcomes. Taba (1962) defines
objectives as behaviors that must be achieved at various levels of the curriculum. Levels
include lesson, subject, unit, and program.

INSTRUCTIONAL OBJECTIVES
-They should be stated in behavioral terms. They must be SMART

Specific –One and only one task/interpretation.

Measurable –Obviously seen/observed performance
Attainable –Objective is achieved within the time allotted for subject.
Relevant –Important/useful for the individual-daily experience.
Time-bound –Within the bound of the present times – applicable at present

-It should consist of 2 essential components: BEHAVIOR and CONTENT

Behavior Component
-It tells what a learner is expected to perform
-It is expressed in VERB form or ACTION word.
Content Component
-It specifies the topic or subject matter a student is expected to learn.
-It is expressed in a NOUN phrase
Example:
1. Name the parts of the body.
2. Describe the functions of the digestive system.
INSTRUCTIONAL OBJECTIVES spell out the action verbs that specify learning outcomes.

*Learning Outcomes are end result of instruction.

*Learning Activities are means to an end

Example:

Learning Outcomes Learning Activities

1. List the four primary colors. 1. Study the four primary colors.
2. Recite the poem “A Tree”. 2. Practice the poem “A Tree”.
3. Construct a Christmas lantern. 3. Observe how Christmas lantern is
made.

*INSTRUCTIONAL OBJECTIVES are also categorized into 3 domains namely:

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a) COGNITIVE DOMAIN
b) AFFECTIVE DOMAIN
c) PSYCHOMOTOR DOMAIN

COGNITIVE Domain –Consist of objectives that relate to mental or thinking processes. These
objectives are arranged hierarchically from lowest and simplest to highest and most complex form.

OBJECTIVES in the COGNITIVE DOMAIN are categorized as follows:

1. Knowledge Objectives –Include remembering terms, facts, methods, concepts, principles and
theories.
Action Verbs: Identify, Label, Define, List, Match, Name, Recite, Select and State.

2. Comprehension Objectives –Refers to understanding words, phrases, definitions, and

abstractions.
Action Verbs: Explain, Infer, Predict, Estimate, Paraphrase, Convert, and Rewrite.

3. Application Objectives –Require the use of previously acquired information in a new setting.
Action verbs: Compute, Modify, Operate, Organize, Solve, Transfer, Demonstrate and Use.

4. Analysis Objectives –The process of breaking down the whole to its parts of elements.
Action Verbs: Diagram, Differentiate, Distinguish, Select, Separate, Relate and Illustrate

5. Synthesis Objectives –Require combining parts to form a new whole.

Action verbs: Compose, Organize, Create, Design, Revise, Categorize, Formulate and Summarize

6. Evaluation Objectives –Require making judgments about the value or worth of a thing using
certain criteria.
Action Verbs: Appraise, Compare, Contrast, Criticize, Defend, Justify, Judge and validate

AFFECTIVE Domain –describes instructional objectives that reflect feelings, emotions and values.

The hierarchical levels in affective domains are:

1. Receiving (Attending) –This level includes awareness, willingness to receive and controlled
attention.
Behaviors: Listen, Observe, Follow, Accept, Attend etc…
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2. Responding –This category requires active participation and involve acquiescence in responding,
willingness to respond, and satisfaction …
Behaviors: Comply, Perform, Practice, Assist

3. Valuing –Under this category, the following behaviors are include: Acceptance of a value,
Preference of a value and commitment.
Behaviors: Prefer Appreciate, Believe, Commit etc values.
4. Organization –this level includes conceptualization of a value and organization of a value system.
Behaviors: Adhere, Generalize, Integrate, Accept

5. Characterization –A set of internalized values is called a VALUE SYSTEM. Values such as

courtesy, honesty, industry, punctuality, self-reliance, dignity, and fairness become part of the
character of a person.
Behaviors: Display, Demonstrate, Practice, Perform

PSYCHOMOTOR Domain –It involves reflex, basic, perceptual, skilled and non-discursive (non
verbal) communication. This domain includes basic movements such as WALKING, RUNNING,
JUMPING, and SKILLED MOVEMENTS related to dances, sports and other performing arts. NON-
DISCURSIVE COMMUNICATION refers to GESTURES, FACIAL EXPRESSIONS, and
PANTOMIMES, and other form of body language.

As we mentioned earlier, assessment can be most effective when based on certain principles. Thus,
3 of those principles mentioned earlier will be more elaborated. The 3 principles are:

1. Address learning targets/curriculum goals

-In addressing this learning targets or curriculum goals there should be CLARITY of LEARNING
TARGETS.
-In making assessment, we consider learning targets involving knowledge, reasoning, skills,
products and effects.
-These learning targets should be stated in behavioral terms or terms which denote something
which can be observed through the behavior of the student.
-Thus, one must consider the:
a. Cognitive Targets
a.1. Knowledge
a.2. Comprehension
a.3. Application
a.4. Analysis
a.5. Synthesis

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 a.6. Evaluation and reasoning

b. Skills, Competencies and Abilities Targets

Skills –These are specific activities or tasks that a student can proficiently do.
Examples: Skills in coloring, language skills, skills in addition

***Skills can be clustered together to form specific COMPETENCIES.

Examples:
*Birthday Card Making
-Skills in coloring
-Skills in drawing/ in designing/ in printing
-Skills in composing message
*Computation
-Skill in addition
-Skill in subtraction
-Skill in multiplication
-Skill in division
-Skill in identifying the correct roles of computation

***Related Competencies Characterize a Students’ Ability

-Mathematical Ability
-Language Ability

***Abilities can be roughly categorized into:

 Cognitive Ability – Ex. Programming, Web Designing, Problem Soling
 Psychomotor Ability –Ex. Dancing, Acting
 Affective Ability –Ex. To work well with others, to be trusted by every classmate
c. Products, Outputs, and Project Targets
-These are tangible and concrete evidence of a student’s ability
-A clear target for products and for projects needs to clearly specify the level of workmanship of
such projects

Example: Expert level –At most two imperfections noted

Skilled Level –At most four imperfections noted
Novice Level –With more than four imperfections noted
Or
 Excellent
 Very Good
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  Good
 Fair
 Poor

2. Use a variety of assessment procedures. Thus, there should be appropriateness of Assessment

Methods

The following are the different Assessment Methods

a.) Written – Response Instrument

-This includes objective tests (multiple choice, T-F, Matching or short answer) Essays,
Examinations and Checklist

Objective Tests
-Appropriate for assessing the various levels of hierarchy of educational objectives (KCAASE)
In particular, multiple choices can be constructed to test higher order thinking skills.

Essays can also test the students’ grasp of the higher level of the cognitive skills such as Application,
Analysis, Synthesis, and Judgment

b.) Product and Rating Scales

-These are scales filled out by teachers for meritorious achievement done by a pupil/student. It
gives a more accurate assessment of an individual’s work or ability.

Example of product to be rated:

*** Notebook
a. Completeness
b. Neatness
c. Readability of what is written

Examples of products that are frequently rated are:

a. Book reports
b. Maps
c. Charts
d. Diagrams
e. Notebooks
f. Essays
g. Creative endeavors such as poem, drawing etc…

c. Performance Tests

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 Performance Checklist
-It consist of a list of behaviors that make up a certain type of performance such as
using microscope, typing a letter, problem solving etc.

Example of Performance Checklist in Solving a Math Problem

___ 1. Identifies the given information.

___ 2. Identifies what is being asked.
___ 3. Uses variables to replace the unknown.
___ 4. Formulate the equation.
___ 5. Performs algebraic operations.
___ 6. Obtains an answer.
___ 7. Checks if the answer makes sense.

Example of Performance Checklist in Encoding a letter

___ 1. Uses proper margin

___ 2. Follows proper forms/style of letter(block, semi block)
___ 3. Follows appropriate font size and font style
___ 4. Encodes 30 words/minute on the average

d. Oral Questioning
-An appropriate assessment method when the objectives are:
a. To assess the students’ stock knowledge
b. To determine the students ability to communicate ideas in coherent verbal sentence

Even if oral questioning is an option for assessment, several factors need to be considered such as:

a. State of mind and feelings of the students

b. Anxiety and nervousness of the students

Thus, it is better that when oral questioning is used, see to it that the learners are ready and they
know ahead of time that they are to be assessed thru oral questioning.

e. Observation and Self Report

-One way of assessing student is thru OBSERVATION and in making observation; a teacher
can use a tally sheet/Observational tally Sheet

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A Tally Sheet
-A device often used by teachers to record the frequency of student behaviors, activities or
remarks.
-In tally Sheet, it contains some behaviors the teacher wants to observe and upon observing
whether the student exhibits such behavior, the teacher puts a tally mark under that behavior.
That is true to some activities and others.

***Aside from the Observational Tally Sheet, assessment can be done by using SELF-REPORT.
Here, the students will make a SELF-CHECKLIST or they will be presented by self-checklist
which they will mark if they really are doing or they really have attended such activity.
***Even if observational tally sheet and self-checklist gives more of a subjective measurement, it
can be used as method of assessment in conjunction with other assessment methods such as
oral questioning or performance tests

3. We also said that in making assessment, we have to ensure that assessments are VALID,
RELIABLE and FAIR. Thus, we have to know the DIFFERENT PROPERTIES OF ASSESSMENT
METHODS.
PROPERTIES OF ASSESSMENT METHODS

1. VALIDITY – it was traditionally defined as the instrument’s ability to measure what it purports to
measure
- Recently, it was defined as referring to appropriateness, correctness,
meaningfulness, and usefulness of the specific conclusions that a teacher reaches
regarding the teaching-learning situation
Types of Validity

a. Face Validity – it refers to the outward or physical appearance of the test. It is the lowest
form of validity.
b. Content Validity – it refers to the relevance of the items of a test to the subject matter or
situation from which they are taken
Example: An achievement test in Algebra is to be constructed. If all the items to be
included in the test are all taken from Algebra then the test has high content
validity but if most of the items are taken from Arithmetic then the test has low
content validity.

c. Concurrent or Criterion Validity – this is established statistically such that a set of scores
revealed by a test is correlated with the scores obtained in another
external predictor or measure. It is the degree to which a test agrees with
or correlates with a criterion which is set up as an acceptable measure.

Example: Teacher Ella constructs an intelligence test and she wants to know how valid it
is. She then takes another intelligence test that is already valid and uses it as a
criterion. She gives the two test to the same group of students and then she

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 computes for the coefficient of correlation between the two tests. If the coefficient
of correlation is high then the test she constructed has high concurrent validity.

d. Predictive Validity – it refers to the degree of accuracy of how a test predicts the level of
performance in a certain activity which it intends to foretell

Example: Intelligence tests usually predict the level of performance in activities involving
intellectual ability like school work. So, if a student scores high in an intelligence
test and also get high grades in school work, then the intelligence test has a high
predictive validity.

e. Construct Validity – refers to the agreement of test results with certain characteristics
which the test aims to portray. It is the extent to which the test measures a
theoretical trait.
Example: If children with higher intellectual ability scores higher than the children with
lower intellectual ability in an intelligence test, then the intelligence test has a
high construct validity.
-- If a second year student gets higher score than a first year student and a third
year student gets a higher score than a second year student in a certain test,
then the test has high construct validity.

2. RELIABILITY – It is the degree of consistency of measurement that an instrument gives, It is the

extent to which a test is dependable, self-consistent and stable.

Factors Affecting Reliability

a. Adequacy – this refers to the appropriate length of the test and the proper sampling of the
test content
b. Objectivity – A test is objective if it yields the same score no matter who checks it or even if it
is checked at different times.
c. Testing Condition – this refers to the conditions of the examining room
d. Test Administration Procedures – this refers to the manner of administering a test

3. FAIRNESS – It refers to the absence of bias of the person who is conducting the assessment
procedure.

Therefore, an assessment procedure is fair when:

a. Students know exactly what the learning targets are and what methods of assessment will be
used.
b. It is viewed as an opportunity to learn rather than an opportunity to weed out poor and slow
learners.
c. It is free from teacher-stereotyping.

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4. Practicality and Efficiency
*** Practicality or Usability – this refers to the characteristics of administrability, scorability,
economy, comparability, and utility of a test. It is the degree to which the measuring instrument
can be satisfactorily or efficiently used by teachers, supervisors, and school administrators without
undue expenditure of time, money and effort.

5. Ethics in Assessment – This refers to the rightness or wrongness of doing an assessment

procedure or using such assessment procedure in evaluating students. With
this, a teacher performing an assessment should be aware of the following
ethical issues so as to avoid them when making an assessment.

Some of these Ethical Issues are:

a. Possible harm to the students or participants of the assessment

b. Confidentiality of the assessment data
c. Presence of concealment or deception
d. Temptation to assist certain individuals in class during assessment

METHODS OF ESTIMATING RELIABILITY OF A GOOD MEASURING INSTRUMENT

1. TEST-RETEST METHOD – The same measuring instrument is administered twice to same group
of students. The scores of the first and second administrations of the test are determined
by correlation coefficient.
Disadvantages of this Method
a. When the time interval is short, memory effects may operate.
b. When the time interval is long, such factors as unlearning, forgetting, among others
may occur and may result to low correlation of the test.
c. Regardless of the time interval separating the two administrations, other varying
environmental conditions such as noise, temperature, lighting, and other factors may
affect the correlation of the test.
2. PARALLEL-FORMS METHOD – Parallel or equivalent forms of a test may be administered to the
group of subjects, and the paired observations correlated. In estimating reliability by the
administration of parallel or equivalent forms of a test, criteria or parallelism are required.
The two forms of the test must be constructed that the content, type of item, difficulty,
instructions for administration, and many others should be similar but not identical. The
correlation between the scores obtained on paired observations of these two forms
represents the reliability coefficient of the test.
3. SPLIT-HALF METHOD – The test in this method may be administered once, but the items are
divided into two halves. The common procedure is to divide a test into odd and even
items. The two halves of the test must be similar but not identical in content, number of
items, difficulty, means and standard deviations. Each student obtained two scores, one
on the odd and the other on the even items in one test. The result is a reliability coefficient
for the half test. Since the reliability holds only for the half test, the reliability coefficient for
the whole test may be estimated by using the Spearman-Brown Formula. It is applicable
for not highly speeded measuring instrument.

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4. Internal – Consistency Method – This method is used with psychological tests, which are
constructed of dichotomously scored items. The student either passes or fails an item. A
1 is assigned for a pass and 0 for a failure. The method of obtaining reliability coefficients
in this method is determined by Kuder-Richardson Formula 20.

METHODS OF DETERMINING CORRELATION COEFFICIENT

1. Spearman-Brown Formula

2 r ht
rwt = where: rwt = reliability of the whole test
1+ r ht

rht = reliability of the half test

2. Spearman Rank Correlation Coefficient or Sperman Rho

6 ∑ D2
rs = 1 - where D2 is the sum of the squared differences between ranks
N 3−N
N is the total number of cases

3. Kuder – Richardson Formula 20

SD 2−∑ pi qi
rxx = [ ][
N
N −1 SD
2 ] where N is the number of items

SD2 is the variance

piqi is the product of proportion of passing for item i

SD2 =  ( X - )2 where n is the number of students

n–1 X is the score of each student

 = X qi = 1 – pi
n
STEPS IN APPLYING THE KUDER-RICHARDSON FORMULA 20

1. Compute for the variance ( SD2) of the test scores for the whole group.
2. Find the proportions of passing each item ( p i ) and the proportion of failing each item ( q i ).
3. Multiply pi and qi for each item.

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4. Compute for the correlation coefficient using the Kuder-Richardson Formula 20.

 EXAMPLES 

1. Given below the scores of students using test-retest method, compute for the reliability coefficient
of the test.
Student Scores Initial Ranks Final Ranks Differences
s
S1 S2 R1 R2 R1 R2 D D2
1 89 90 2 1 2 1.5 0.5 0.25
2 85 85 4 3 4.5 4 0.5 0.25
3 77 76 9 9 9 9 0 0
4 80 81 7 8 7.5 8 - 0.5 0.25
5 83 83 6 6 6 6.5 - 0.5 0.25
6 87 85 3 4 3 4 -1 1
7 90 90 1 2 1 1.5 - 0.5 0.25
8 73 72 10 10 10 10 0 0
9 85 85 5 5 4.5 4 0.5 0.25
10 80 83 8 7 7.5 6.5 1 1
total 3.5

rs = 1 - 6 D2 = 1 – 6 ( 3.5 ) = 0.98 ( very high relationship )

N3 – N 103 - 10

2. KUDER-RICHARDSON FORMULA 20

Item Students f pi qi piqi

1 2 3 4 5 6 7 8 9 10
1 0 1 1 1 1 1 1 1 1 1 9 0.9 0.1 0.09

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 2 0 1 1 1 1 1 1 1 1 1 9 0.9 0.1 0.09
3 0 0 1 1 1 1 1 1 1 1 8 0.8 0.2 0.16
4 0 0 1 1 1 1 1 1 1 1 8 0.8 0.2 0.16
5 0 1 0 1 1 1 1 1 1 1 8 0.8 0.2 0.16
6 1 0 0 0 1 1 1 1 1 1 7 0.7 0.3 0.21
7 1 0 0 0 1 1 1 1 1 1 7 0.7 0.3 0.21
8 0 0 1 1 1 1 1 1 1 1 8 0.8 0.2 0.16
9 1 0 0 0 1 1 1 1 1 1 7 0.7 0.3 0.21
10 0 0 0 0 1 1 1 1 1 1 6 0.6 0.4 0.24
11 0 1 0 0 1 1 1 1 1 1 7 0.7 0.3 0.21
12 0 0 0 0 1 1 1 1 1 1 6 0.6 0.4 0.24
13 0 0 0 1 0 1 1 1 1 1 6 0.6 0.4 0.24
14 0 0 0 0 0 1 1 1 1 1 5 0.5 0.5 0.25
15 0 0 0 0 0 0 1 1 1 1 4 0.4 0.6 0.24
16 1 1 0 0 0 0 1 1 1 1 6 0.6 0.4 0.24
17 0 0 0 0 0 0 1 1 1 1 4 0.4 0.6 0.24
18 0 0 0 0 0 0 0 1 1 1 3 0.3 0.7 0.21
19 0 0 0 0 0 0 0 0 1 1 2 0.2 0.8 0.16
20 0 0 0 0 0 0 0 0 0 1 1 0.1 0.9 0.09
Tota 4 5 5 7 12 14 17 18 19 20 3.81
l

Student X (X-) ( X -  )2
1 4 - 8.1 65.61
2 5 - 7.1 50.41
3 5 - 7.1 50.41
4 7 - 5.1 26.01
5 12 - 0.1 0.01
6 14 1.9 3.61
7 17 4.9 24.01
8 18 5.9 34.81
9 19 6.9 47.61
10 20 7.9 62.41
Total 121 364.90

 = X = 121 = 12.1 SD2 = (X -)2 = 364.90 = 40.54

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 n n–1 10 – 1

rxx = N SD2 -  piqi = 20 40.54 – 3.81 = 0.96 ( Very high correlation )

N–1 SD2 20 – 1 40.54

INTERPRETATION OF CORRELATION COEFFICIENT

0.0 to  0.20 denotes NEGLIGIBLE CORRELATION

 0.21 to  0.40 denotes LOW or SLIGHT CORRELATION
 0.41 to  0.70 denotes MARKED or MODERATE CORRELATION
 0.71 to  0.90 denotes HIGH CORRELATION
 0.91 to  0.99 denotes VERY HIGH CORRELATION
 1.00 denotes PERFECT CORRELATION

IV. ASSESSMENT:
A. Choose a topic(any subject) then complete the table below.
***NOTE: Use junior high school books for your references.
TOPIC:

Learning Objective Learning Activity

Cognitive Domain

Affective Domain

Psychomotor Domain

B. Construct a performance checklist for assessing the performance of a student in delivering an

oratorical speech. Give at least five behaviors.

C. Given the result of a spilt half method, compute for the reliability coefficient of the test then
interpret. Based on the interpretation of the reliability coefficient that was computed, what can
you say about the test?

Students S1 S2 Initial Ranks Final Ranks D D2

( Odd ( Even R1 R2 R1 R2
items) items)
1 23 28

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 2 35 30
3 36 36
4 40 38
5 35 36
6 28 28
7 15 20
∑ D2
6 ∑ D2
1. r s=1− 3
N −N

2 r ht
2. r wt =
1+r ht

V. REFERENCES
1. Assessment of Learning 1
Textbook and Reviewer
By: Yonardo A. Gabuyo

ASSESSMENT OF STUDENT’S LEARNING 1

MODULE 2
LEARNING ACTIVITY SHEET
Name: ________________________________ Course/Year: ________________

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 A. Choose a topic(any subject) then complete the table below.
***NOTE: Use junior high school books for your references.
TOPIC:
Reference:
Learning Objective Learning Activity
Cognitive Domain

Affective Domain

Psychomotor Domain

B. Construct a performance checklist for assessing the performance of a student in delivering an

oratorical speech. Give at least five behaviors.
1. _______________________________________________________________________
2. _______________________________________________________________________
3. _______________________________________________________________________
4. _______________________________________________________________________
5. _______________________________________________________________________

C. Given the result of a spilt half method, compute for the reliability coefficient of the test then
interpret. Based on the interpretation of the reliability coefficient that was computed, what can you
say about the test?

Students S1 S2 Initial Ranks Final Ranks D D2

( Odd ( Even R1 R2 R1 R2
items) items)
1 23 28
2 35 30
3 36 36
4 40 38
5 35 36
6 28 28
7 15 20
2
∑D

6 ∑ D2
r s=1−
N 3−N

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 2 r ht
r wt =
1+r ht

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