ON-LINE TEST

CONSTRUCTION
IN THE K-12
Curriculum
Joe Macatangay, Ph.D.
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https://cace.org/getting-real-about-differentiation/
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3
 Presentation Objectives
Presentation Objectives
Revisit the DepEd legal basis for Classroom
Assessment

Review some basic pointers for writing test

items and directions

Reflect on the roles of teachers as assessors of

learning during the post pandemic school year
4
 Source: https://www.depedtambayanph.net/2020/05/clarification-all-areas-in-
philippines.html?fbclid=IwAR0VIGL9Ux66ILt5VtdJet67g9nB9CielAdbRcAEhF-WEd-FjCOX4MVDXBM

5
https://www.thestar.com.my/opinion/letters/2020/04/28/transitioning-
to-the-new-normal-in-education 6
 Old school to new school: Transitioning PH schools to
remote learning

“To remain relevant, teachers should re-orient their practice

toward designing learning tasks and episodes that challenge
students to explore discovery and application of existing knowledge
and pursue solutions to real-life challenges that learners experience
and will experience. The new role of the teacher is to guide the
learners on available resources students can use and learn from.
The community quarantine is forcing teachers not only to think
outside of the box but to shatter the boxes and harness their
collective creativity to imagine innovations that reach every learner
in diverse contexts.” - Feliece I. Yeban (April 17, 2020)

https://www.rappler.com/move-ph/ispeak/258123-opinion-goodbye-hello-transitioning-philippine-schools-remote-learning
Creating a “new normal” in education: A 21st-century model?
http://www.oecd.org/education/2030-project/teaching-and-learning/learning/learning-compass-
2030/OECD_Learning_Compass_2030_Concept_Note_Series.pdf

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9
 Preparing Lessons
> Traditional Learning > Online Learning
1. Who am I teaching? > 1. Who am I teaching?
2. What am I teaching? > 2. What am I teaching?
3. How will I teach? > 3. How will my students
4. How will I assess? access learning?
> 4. How will I teach?
> 5. How will I assess?
Neelesh Bhatia Webinar on Redesigning classroom-
based lessons for online learning

10
How does Gen-z learn and what do they expect from education by Christian Quinteros Flores
https://observatory.tec.mx/edu-bits-2/gen-z-expectations-education-learning

11
 A question often asked by a teacher
developing an online lesson/module
for the first time is, “How will I know
that my online students are learning
if I can't see them?”

https://ep.jhu.edu/faculty/learning-roadmap-for-new-online-
instructors/assessing-student-learning-online
Assessment of student learning is a participatory, iterative
process that:
Presentation Objectives

Provides data/information to improve teaching and learning

http://me
Produces evidence of students’ learning dsci.indi
ana.edu/
m620/re
serves/d
Guides in making educational and institutional improvements ef_asses
s.pdf

Evaluates whether changes made improve/impact student

learning
13
 Assessment of teacher perceived skill in classroom
assessment practice using Item ResponseTheory Models

Results of the study showed that generally,

teachers felt more skilled in test construction
than other practices such as using
classroom assessment results to make
informed decisions in their teaching and
learning process.

Setlhomo Koloi-Keaikitse | Sammy King Fai Hui (Reviewing Editor)

https://www.tandfonline.com/doi/full/10.1080/2331186X.2017.1281202
 Reflect on
the
gathered Reviewing examination results can help teachers identify
information
concepts that students are having difficulty with. Or it may
highlight well-constructed or poorly constructed exam
questions.

Change how you teach the remainder of the term.

Check for improvement on specific topics or methods over a term. Information

to
Redesign the course or the examination for future classes. consider:

Assess your teaching practice – what is working especially well and what can
be improved upon.
15
 Assessment in the K-12

What is
assessed?
Policy Guidelines
on Classroom
How are learners
Assessment for the
assessed?
K to 12 BEP

17
What is Assessed?

Content Standards

Performance Standards

Learning Competencies
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What is Assessed? Cognitive Process
Dimensions

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 CURRICULUM STANDARDS
• Content
• Performance

LEVELS OF ASSESSMENT
• Knowledge
• Process
• Understanding
• Product/Performance

COGNITIVE PROCESS
DIMENSIONS
• Remembering
• Understanding
• Applying
• Analyzing
• Evaluating
Source: DepEd Order #8 series of 2015 20 • Creating
 COGNITIVE PROCESS
CURRICULUM STANDARDS LEVELS OF ASSESSMENT
DIMENSIONS

Remembering
Content Standard The learner can identify, retrieve,
“What should the learners Knowledge recognize, duplicate, list, memorize,
know?” repeat, reproduce
“What should students
know?” Applying
The learner can execute, implement,
demonstrate, dramatize, interpret,
Performance Standard “How are they to express or solve, use, illustrate, convert,
“What can learners do with provide evidence of what they discover
what they know?” know?”

21
 COGNITIVE PROCESS
CURRICULUM STANDARDS LEVELS OF ASSESSMENT
DIMENSIONS

Content Standard Understanding

“What should the learners The learner can interpret, classify,
Process
know?” summarize, infer, compare, explain,
paraphrase
“What can students do with
the information or facts they Applying
Performance Standard
have in relation to familiar The learner can execute, implement,
“How well do the learners use
situations?” demonstrate, dramatize, interpret,
their learning or
understanding in different solve, use, illustrate, convert,
situation?” discover
“What are the evidence of
what they can do with the Analyzing
“How do learners apply their The learner can differentiate,
information and facts they
learning or understanding in
have?” distinguish, compare, contrast,
real-life contexts?” organize, outline
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 COGNITIVE PROCESS
CURRICULUM STANDARDS LEVELS OF ASSESSMENT
DIMENSIONS

Content Standard Understanding

“What should the learners Understanding The learner can interpret, classify,
know?” summarize, infer, compare, explain,
paraphrase
“What breadth and depth of
Performance Standard understanding do the students Applying
“What can learners do with have regarding the The learner can execute, implement,
what they know?” information and facts that they demonstrate, dramatize, interpret, solve,
know?” use, illustrate, convert, discover
“How well must learners do Analyzing
their work?” The learner can differentiate, distinguish,
“What are the evidence of the compare, contrast, organize, outline
“How well do learners use breadth and depth
their learning or understanding that students Evaluating
The learners can coordinate, measure,
understanding in different have reached?” detect, judge, argue, debate, critique,
situations?” evaluate
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 COGNITIVE PROCESS
CURRICULUM STANDARDS LEVELS OF ASSESSMENT
DIMENSIONS

Content Standard
“What should the learners know?” Applying
Performance or Product The learner can execute, implement,
demonstrate, dramatize, interpret,
Performance Standard solve, use, illustrate, convert,
“What innovations in terms of
“How well do learners use their discover
learning or understanding in product and performances are
different situations?” learners able to do?”
Creating
“How do learners apply their The learner can generate,
learning or understanding in real- “what are the evidence that hypothesize, plan, design, develop,
life contexts?” produce, construct, formulate,
the learners can transfer their
learning in real-life and/or assemble, design, devise
“What tools and measures should
learners use to demonstrate what different situations?”
they know?”

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How are Learners Assessed?

Formative Assessment
• (Assessment FOR Learning)

Summative Assessment
• (Assessment OF Learning)

25
Components of Summative Assessment
QUARTERLY
WRITTEN WORK
ASSESSMENT

measures student learning at the

long quizzes
end of the quarter

unit or long tests may be in the form of objective tests

essays performance-based assessment

written reports Or a combination thereof

other written outputs 26

 This is an example of
providing an on-going
assessment.

27
https://www.learnworlds.com/learner-assessment-best-practices-course-design/
 Tests are a form of assessment
Take
Note
While a test
The terms gives a snapshot
“test and of a student’s Shift from
learning, Not all
testing” have testing to
assessment assessments
negative assessment
provides a are tests.
connotations culture.
bigger and more
to students. comprehensive
picture.

28
Source: De Guzman, Adamos (2015). Assessment of Learning
Stages in the Development and Validation of Test

Phase 4 Evaluation Stage

Phase 3 Test Administration/Try out Stage

Phase 2 Test Construction/Item Writing Stage

Phase 1 Planning Stage

29 Source: PNU- A Reviewer for LET Professional Education
 Phase 1: Planning Stage

Specify the objectives, skills and content to be measured

Prepare, Develop and Review the Table of Specifications (TOS)

Decide on the item format-short answer form/multiple choice, etc.

30
 Phase 2: Test Construction/Item
Writing Stage

Writing of test items based on the

TOS/Test blueprint

Consultation with experts for validation

and editing

31
 Item Writing

Sometimes the item seems clear to

the person who wrote it but may
not necessarily be clear to others.

32
 Self-check/Panel
Is the task clear in each item? Is it likely that the person attempting an
item will know what is expected?

Are the items expressed in the simplest possible language?

Is each item a fair item for assessment at this level of education?

Is the wording appropriate to the level of education where the item will
be used?

Are there unintended clues to the correct answer?

33
Source: https://unesdoc.unesco.org/ark:/48223/pf0000214553
 Self-check/Panel
Is the format reasonably consistent so that students
know what is required from item to item?

Is there a single clearly correct (or best) answer for each

item?

Is the type of item appropriate to the information

required?

Are there statements in the items which are likely to

offend?
34
Source: https://unesdoc.unesco.org/ark:/48223/pf0000214553
 Self-check/Panel

Is there content which reflects bias on gender, racial,

or other grounds?

Are the items representative of the behaviours to be

assessed?

Are there enough representative items to provide an

adequate sample of the behaviors to be assessed?

Source:35https://unesdoc.unesco.org/ark:/48223/pf0000214553
 The draw of technology is the lure of
instant gratification. It is for this reason
that old-school ways of assessment, when
they are still used, must be engaging for
the students, informative for the teacher,
and as quick and entertaining as an
Instagram post.

36
Source: https://www.ispringsolutions.com/blog/8-ways-to-assess-online-student-learning
37
 This is a slide title

> Here you have a list of items

> And some text
> But remember not to overload your slides with
content
Your audience will listen to you or read the content,
but won’t do both.

38
Source: https://www.ispringsolutions.com/blog/8-ways-to-assess-online-student-learning
A formative quiz can
give learners Learners are asked to complete a quiz checking
opportunities to test whether they have understood a concept which
out how much they has been explained in the text. The quiz consists
have absorbed during of some multiple choice and some drag and drop
a course topic, questions. The questions give the learner
providing stepped feedback after each attempt which builds upon the
feedback for multiple previous information provided and after the third
attempts which may attempt directs the learner back to specific course
direct them to think material to review before they attempt the quiz
about different aspects again 24 hours later. None of the questions are
of a question. graded or carry any penalty and the completion
criteria is set to record that the learner attempted
and submitted the quiz.
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 A summative quiz can capture learner responses to
the questions which count towards the completion
criteria for a digital badge or course certificate.

Learners are asked to complete the end of course quiz to test how much they have
learned when studying the course. The quiz consists of multiple choice, drag and
drop, Yes/No, matching and numerical questions. The questions give the learners
feedback after each attempt and after the third attempt directs the learner back to
the specific course material to review before they attempt the question again 24
hours later. All the questions are graded, some carry a percentage deduction
penalty for second and third attempts. The completion criteria is set to record the
grade which the learner achieves on the quiz. If the learner fails to achieve the pass
grade they may reattempt the quiz 24 hours later.

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Source: https://www.open.edu/openlearncreate/mod/oucontent/view.php?id=87888&printable=1
Four Typical Online Learning Assessment Mistakes
By Patti Shank, PhD, CPT

1 2 3 4
Expecting a The wrong Not valid Poorly written
bell curve type of (enough) multiple-
assessment assessments choice tests

41
Source: https://www.facultyfocus.com/wp-content/uploads/2012/02/AssessingOnlineLearning-OC.pdf
Poorly written multiple-choice tests

Many assessments, even if they are the right kind, are poorly
written. Two of the most common mistakes for multiple-
choice questions are confusing or ambiguous language and
implausible distractors (wrong alternatives from which the
learner selects the correct answer[s]). A poorly written
multiple-choice question automatically lowers the validity of
the assessment.

42
Source: https://www.facultyfocus.com/wp-content/uploads/2012/02/AssessingOnlineLearning-OC.pdf
Critiquing Multiple-choice items: Stems and Alternatives

Hello!
1. Which of the following is a true statement? Or Which is a
characteristic of…?

I am Jayden Smith
2. Which of the following is not true about? All of the following
I am here
are true about… because I love to give presentations.
except
You can find me at @username
3. In addition to the _________, are organelles that contain
DNA or In addition to the nucleus, which organelles contain
DNA?
43
 Constructing an Effective Stem

Hello!
The stem should be meaningful by itself and
should present a definite problem.

The stem should I am

be Jayden
negatively Smithstated only when
I amlearning
significant here because I love to giverequire
outcomes presentations.
it.
You can find me at @username
The stem should be a question or a partial
sentence.
44
 Constructing Alternatives

All
alternatives Hello!
Alternatives should be free
from clues about which
response is correct. It is
The alternatives
“all of the
above” and
should be
plausible. I am Jayden Smith
therefore important that
alternatives:
“none of the
above” should
I am here because I love to give presentations.not be used.
• You can
have grammar find me
consistent atthe
with @username
stem. Students use partial
• are parallel in form. knowledge to arrive
• are similar in length. at a correct answer.
• use similar language (e.g., all unlike textbook
language or all like textbook language).
45
Source: https://cft.vanderbilt.edu/guides-sub-pages/writing-good-multiple-choice-test-questions/
 Writing Directions

1 2 3
This test consists of two
“Quotations are You may work on the multiple-
The second section contains
commonly printed as a
choice questions and the
sections: (1) a multiple-choice one constructed-response constructed-response
question section and (2) a
constructed-response section. means of inspiration and
assignment. Directions for the
constructed-response
assignment in any order that
you choose. Be sure to
toassignment
invoke philosophical
Each question in the first section appear allocate your time carefully so
section is a multiple-choice immediately before the you are able to complete the
question with four answer
choices. Read each question
thoughts from the
assignment. entire test within the testing
and answer choice carefully reader” session. You may go back and
review your answers at any
and choose the ONE best
time during the testing
answer.
session.

46
Source: https://www.in.nesinc.com/Content/Docs/GenDirex_SchoolAdminDist.pdf
 Multiple-Choice Test Items

Hello!
In the directions,
instruct students to • Asking for the "correct answer" is more
select the "best likely to invite debate from contentious
answer" rather than students.
I am Jayden Smith
the "correct answer."

I am here because I love to give presentations.

You can find me at @username

47
 Matching Test Items

Hello!
• Let students know the basis on
Give ClearI am Jayden Smith which items are to be matched,
where to write answers, and whether
Instructions.
I am here
a response may be used more than
because I love to give presentations.
once.
You can find me at @username

48
Source: https://www.uww.edu/learn/improving/restiptool/multiple-choice-and-matching
49
50
51
52
Choose a story (not the one you reported) and write a 15-sentence
paragraph discussing how the following societal issues are tackled.
Prove in your paragraph the universality and relevance standards of
literature as reflected in your chosen story.
1. church bureaucracy or orthodoxy of the church
2. corrupted human nature
3. capitalism
4. mental health
5. the concept of "otherness"
6. ecological imbalance
53
54
THANK YOU!

55
 References:
> https://www.uww.edu/learn/improving/restiptool/multiple-choice-and-
matching
> https://www.in.nesinc.com/Content/Docs/GenDirex_SchoolAdminDist.pdf
> https://cft.vanderbilt.edu/guides-sub-pages/writing-good-multiple-choice-
test-questions/
> https://www.facultyfocus.com/wp-
content/uploads/2012/02/AssessingOnlineLearning-OC.pdf
> https://www.open.edu/openlearncreate/mod/oucontent/view.php?id=87888
&printable=1

56
 References:
> https://www.ispringsolutions.com/blog/8-ways-to-assess-online-student-
learning
> https://unesdoc.unesco.org/ark:/48223/pf0000214553
> PNU- A Reviewer for LET Professional Education
> De Guzman, Adamos (2015). Assessment of Learning
> https://www.learnworlds.com/learner-assessment-best-practices-course-
design/
> https://www.ispringsolutions.com/blog/formative-and-summative-
assessments-in-an-online-classroom

57
 References:
> https://ep.jhu.edu/faculty/learning-roadmap-for-new-online-instructors/assessing-
student-learning-online
> https://www.learnworlds.com/learner-assessment-best-practices-course-design/
> https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-
tips/developing-assignments/exams/exam-preparation
> https://www.tandfonline.com/doi/full/10.1080/2331186X.2017.1281202
> http://medsci.indiana.edu/m620/reserves/def_assess.pdf
> https://ep.jhu.edu/faculty/learning-roadmap-for-new-online-instructors/assessing-
student-learning-online
> https://cace.org/getting-real-about-differentiation/

58