MA. CHRISTINE D.

CAIRO
BSED-PHYSCI II
ACTIVITY 1: ASSESSMENT SCENARIOS
For each of the following situations, determine whether the assessment is valid. Explain your
answer in two or three sentences citing the type of validity
SCENARIO 1:
Test constructors in a secondary school designed a new measurement procedure to measure
intellectual ability. Compared to well-established measures of intellectual ability, the new test is shorter to
reduce the arduous effect of a long test on students. To determine its effectiveness, a sample of students
accomplished two tests- a standardized intelligence test and the new test with only a few days interval.
Results from both assessments revealed high correlation.

 Criterion-Related Evidence
From this problem, it is clearly stated that the validity used is criterion-related evidence.
More specifically, the concurrent validity. This type of validity allows the test
constructors to test the performance of students in relation to previously validated or
established measure.
SCENARIO 2:
After the review sessions, a stimulated examination was given to graduating students a few
months before the Licensure Examination for Teachers (LET). When the results of the LET came out, the
review coordinator found that the scores in in stimulated (mock) examination are not significantly
correlated with the LET scores.

 Criterion-Related Evidence
This pertains to criterion-related evidence more so the predictive validity. This type of
validity used to predict the scores of students to get significant correlation of scores for
LET and the mock examination.
SCENARIO 3:
A new test was used as a qualifying examination for Secondary Examination freshmen who
would like to major in Biological Science. The test was developed to measure student’s knowledge of
biology. The test was then administered to two groups of sophomores: those specializing in Social Studies
and those already majoring Biology Science. It was hypothesized that the letter group will score better in
the assessment procedure. The results indicated that it is so.

 Construct-Related Evidence
It basically used a construct-related evidence to get the validity. As it stated, it can take
the form of a differential groups study. The results indicated in the problem shows lack of
communality which mean by discriminant validity.
SCENARIO 4:
A science teacher gave a test on volcanoes to Grade 9 students. The test included the types of
volcanoes, volcanic eruptions and energy from volcanoes. The teacher was only able to cover extensively
the first two topics. Several test items were included on volcanic energy how energy from volcanoes may
be tapped from human use. Majority of her students got low marks.

 Content-related evidence
The validity that is used pertains to content-related evidence since it defines an
instructional validity. It tested the performance of the students according to what they
have learn from the instruction.
SCENARIO 5:
A teacher handling “Media and Information Literacy” prepared a test on “Current and Future
Trends of Media and Information”. Topic include massive open online content, wearable technology, 3D
environment and ubiquitous learning. Below are the learning competencies.
The learners should be able to:
 a. Evaluate current trends in media and information and how they will affect individuals and society
in general;
b. Describe massive open online content;
c. Predict future media innovation;
d. Synthesize overall knowledge about media and information skills for producing a prototype of
what the learners think is a future media innovation.
The teacher constructed a two-way table of specifications indicating the number of items for each topic.
The test items target remembering, understanding and applying levels.

 Content-related evidence
Based from this scenario, the validity of assessment used is content-related evidence.
The teacher construct table of specifications before he/she then developed a test to be
able to assure the learning competencies.

TASK 1: SCENARIO-BASED/PROBLEM SOLVING LEARNING

As the department head or principal, what action would you take on the following matters?
Provide your recommendations based on the principles of validity and reliability.
SCENARIO 1:
Mr. Roa taught the different elements and principals of art. After instruction, he administered a
test about prominent painters and sculptors in the 20th century.
What would you recommend revisions? Why?
Mr. Roa supposed to give his test before the instruction. This is called a pre-test so it would help
students to asses their learnings in regards on the topic. And then after his lesson would be a summative
test. This type of validity he should use peratins to content-related evidence which promotes mastery for
the students for the discussions. For this revision, I would say it will efface its reliability since Mr. Roa
will given his test to his students on two occassions.
SCENARIO 2:
In a geometry class, the learners have to calculate perimeters and areas of plane figures like
triangles, quadrilaterals, and circles. The teacher decided to use alternative assessment rather than tests.
Students came up with Mathematics portfolios containing their writings about geometry.
What would you tell the teacher? Why?
I would inform the teacher that it is not very effective measures to determine students proficiency
in geometry because their answer probably just copied from the Web and they did not study and
understand what they have just written. I would suggest that he/she then provide a construct-related
evidence validity of assessment as it focuses to group of students who are weak in problem solving.
Scenario 3:
There are two available assessment instruments to measure English skills on grammar and
vocabulary. Test A has high validity but no information concerning its reliability. Test B was tested to
have a high index but no information about its validity.
Which one would you recommend? Why?
I would suggest the the second assessment, Test B. It clearly stated that it is tested and provided a
high index in accuracy. Based from that, I would say even though there’s no information about its validity
but the fact it is tested meaning it is a reliable assessment. Best example of this are online practice test.
Many examinees try this because it asses their learnings on their examinitations even though there’s no
enough validation. But then, they passed on their exams.
TASK: SCENARIO-BASED/ PROBLEM SOLVING LEARNING
As an assessment expert, you were asked for advice on the following matters. Provide your
recommendations.
SCENARIO 1:
Ms. Loreto handles six Grade 5 classes in English. She would like to test their skills in spelling.
She has two options.
a. Oral spelling test
The teacher pronounces each word out loud and the students write down each word.
b. Spelling bee-type test
Each students is asked individually one-at-a-time to spell specific words out loud.
In terms of practicality and efficiency, which one would you suggest? Why?
I would suggest the first one which is oral spelling test because students can have their own time
for which they can spell the word confidently and without distractions. It is the appropriate type of
assessment Ms. Loreto should use because it avoids coaching and cheating. More so, it is the most
reliable assessment.

SCENARIO 2:
Mr. Chua is preparing a final examination for his third year college students in Philippine
Government and Constitution scheduled two weeks from now. He is handling six classes. He has no
teaching assistant. He realized that after the final examinations, he has three days to calculate the grades
of his students. He is thinking of giving extended response essays.
What advice would you give him? Which aspect of practicality and efficiency should he
prioritize? What type of assessment should he consider?
If he then thinking of giving extended response essays that would just add lots of work for Mr.
Chua as he will read each essays which contain long answers. He should prepare a test compose of true or
false, matching type, multiple choice and identification as it is easy for him to grade his students provided
the answer key, he can check it faster. It is still an efficient assessment since in targets students cognitive
in remembering, identifying, and analyzing.
ACTIVITY 1: ASSESSMENT SCENARIOS
Suppose you are the principal of a public high school. You received complaints from
students concerning their tests. Based on their complaints, you decided to talk to the teachers
concerned offered advice based on ethical standards. Write down your recommendations citing
specific aspects of ethics or fairness discussed in this chapter.
SCENARIO 1:
Eight-grade students complained that their music teacher uses only written tests as sole
method of assessment. They were not assessed on their skills in singing or creating music
melodies.
A teacher should speaks of transparency. As for this scenario, the teacher should not only
focused on giving cognitive assessment but also skill-based assessment. I would suggest that the
teacher should inculcate the psychomotor part as it targets the skills of students in music.
SCENARIO 2:
Grade 7 students complained that they were not informed that there is a summary test in Algebra.
A teacher should never forget to inform his/her students about giving a test. The teacher
should always inform the students about summary test since it is a very important type of
assessment. It is their right to be inform for every assessment so they can adequately prepare for
it.
SCENARIO 3:
Grade 9 students complained that they were not told to study for the mastery test. They were
simply told to study and prepare for the test.
So as not to be unfair, the teacher should inform students in a clear insructions in giving
assessment. The teachers should be explaining giving mastery test in detailed way so students
must recognize the importance of assessment.
SCENARIO 4:
Grade 9 students complained that there were questions in their Science test on the 1rst unit which
was not discussed in class.
The teacher must understand the demands of the students. He/she should answer the
students in a nice and non aggressive way if he/she for instance are complaining or asking to
clear something from the assessment.
SCENARIO 5:
Grade 9 students studied for a long test covering the following topics: Motion in type
dimensions; Mechanical Energy; Heat Work and Efficiency; and Electricity and Magnetism. The
teacher prepared several questions on the first topic. Hence, students complained the most of
what they studied did not turn up in the test.
The teacher should always analyze the items and procedures from the assessment that/
he/she provided and then must identify early on creating the test the important points he/she
taught for his/her students.

SCENARIO 6:
Students complained that they had difficulty with the test because the prepared and memorized
the content.
The teacher should be creative in expanding and explaining the information. From that
the students would able to grasp the knowledge fast. The teacher should create test that are
situational so the students would understand the idea and can easily answer the questions from
the test.
SCENARIO 7:
Students were tested on an article they read about Filipino ethics groups. The article depicted
Ilocanos as stingy. Students who hail from Ilocos were not comfortable answering the test.
The test questions should avoid stereotyping. The teacher should avoid terms and
examples that may be offensive to students of different gender, race, religion culture and
nationality. Stereotypes affects performance of students in examinations.
ACTIVITY 3: CHECKLIST QUESTIONS
An inexperienced teacher would like to ask for your help in regard to ethics in assessment.
Separate guide questions to ensure ethical behaviour in each aspect (3 each) discussed in the previous
chapter. Sample questions are given.

ASPECT QUESTIONS

Student knowledge of learning targets 1. Were students informed of the learning targets?
assessments 2. Were students often disclosed information about the
assessments?
3. Were all students informed regarding assessments
instructions?

Opportunity to learn 1. Were all students given sufficient opportunities to learn

the knowledge or skills being tested?
2. Were all students given enough time from providing
their materials needed on their outputs?
3. Were students inculcated sufficient learning from the
discussions?

Prerequisite knowledge and skills 1. Were the items and procedure from the assessment
provided discussed thoroughly for the students?
2. Were all the students understands the lessons?
3. Were all students used their skills in creative way?

Avoiding student stereotyping 1. Were all students treated fairly?

2. Were teachers avoided offensive terms and examples of
his/her students?
3. Were students from third sex free from judgement?

Avoiding bias in assessment tasks and 1. Were academic and socio economic status of students
procedures did not influenced teachers?
2. Were teacher remove offensive words and terms that
affects students?
3. Were complained of students from the assessment
ignored?

Accommodating special needs 1. Were special learners acquired quality education?

2. Were students that have disabilities compensated
extended tests?
3. Were students who do not have perfect vision adjusted
and printed written assessment in larger font?

Relevance 1. Were students assessment provided did not include

irrelevant and trivial content?
2. Were students prior knowledge and prior curiosity
activated?
3. Were students ability and understanding stretched?