ASSESSMENT

Of
LEARNING

1|Page JEROME JAN RUDOLF NOBLEZA

BSED SOCIAL STUDIES 4A
 CHAPTER 1
A. Give and explain 3 characteristics of OBE:

1. STUDENT-CENTERED- places the students at the center of the process by focusing on student learning
outcomes.
2. FACULTY-DRIVEN- it encourages faculty responsibility for teaching, assessing program outcomes and
motivating participation from the students.
3. MEANINGFUL- provides data to guide the teacher in making valid and continuing improvement in instruction
and assessment activities.

B. Distinguish among institutional, program, course and learning outcome.

1. INSTITUTIONAL OUTCOMES- statements of what the graduates of an educational institution are supposed to
be able to do beyond graduation.
2. PROGRAM OUTCOMES- are what graduates of particular educational programs or degrees are able to do at
the completion of the degree or program.
3. COURSE OUTCOMES- are what students should be able to demonstrate at the end of a course/subject.

C. The following statements are incorrect. On the blank before each number, write the letter of the section which
makes the statement wrong, and on the blank after each number, re-write the wrong section to make the
statement correct.

Because of knowledge explanation 1. The teacher ceased to be the sole source of knowledge with
knowledge explosion bought by the use of computer in education.

By assisting 2. At present the teacher is the giver of knowledge by giving the organization of facts and
information.

In instructions 3. The change of focus in educational perspective instructional from outcome to content is
known as Outcome-Based Education (OBE).

Of learning outcome statement 4. A good source of learning outcome statement Benjamin Bloom Taxonomy of
educational objectives.

Which means “to pair in” 5. Educational comes from latin root word “educare” or “educere” which means
“to draw out”.

In the past 6. At present the focus of instruction was learning outcomes.

Of learning outcome 7. “Pagbibigay sa mga mag-aaral ng kaalaman at pang-unawa tungkol sa tao, kapaligiran
at lipunan” is an example of cognitive objective.

Of deferred outcome 8. Ability to communicate in writing and speaking is an example of immediate outcome.

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 Content and outcome 9. The teacher and the student are the two main elements of educative process.

Educational objective 10. “Nailalarawan ang sariling buhay/simula sa pagsilang hanggang sa kasalukuyang
edad” is an example of learning outcome.

D. The following are educational objectives for the subject Elementary Science (K to 12). For every educational
objective, formulate two learning outcomes:

EDUCATIONAL OBJECTIVES LEARNING OUTCOMES

1. To provide instruction that will enable the 1.1 The students can be able to explain the
students to understand their immediate immediate physical environment by using
physical environment by using their their senses, questioning, sharing ideas,
senses, questioning, sharing ideas and and identifying simple cause-and-effect
identifying simple cause-and-effect relationships.
relationships. (Cognitive objective) 1.2 The students can be able to understand
the immediate physical environment by
using their senses, questioning, sharing
ideas, and identifying simple cause-and-
effect relationships.
2. To equip the students with the skill to 2.1 The students can be able to perform the
conduct guided investigation by following following series of steps that includes
a series of steps that includes making and making and testing predictions,
testing predictions, collecting and collecting, and recording data,
recording data, discovering patterns and discovering patterns, and suggesting
suggesting possible explanations. possible explanations.
(Psycho-motor objective) 2.2 The students can be able to follow series
of steps that includes making and testing
predictions, collecting, and recording
data, discovering patterns, and
suggesting possible explanations.
3. To encourage among the students a deep 3.1 The students can be able to compare the
understanding and appreciation of the differences of the plant and animal
differences of the plant and animal groups found in the locality.
groups found in the locality. 3.2 The students can be able to integrate a
deep understanding and appreciation of
the differences of the plant and animal
groups found in the locality.

E. Differentiate each of the following pairs by explaining the meaning of each and giving examples for further
clarification.

1. EDUCATIONAL OBJECTIVE AND LEARNING OUTCOME - Educational Objective is the instructor’s purpose for
creating and teaching their course. These are the specific questions that the instructor wants their course to
raise, while Learning Outcomes are the answers to those questions, it is measurable and essential mastered
content, knowledge-reflecting skills, competencies, and knowledge that students have achieved and can
demonstrate upon successfully completing a course.

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 2. IMMEDIATE OUTCOME AND DEFERRED OUTCOME- Immediate Outcomes are competencies/skills acquired
upon completion of an instruction, a subject, a grade level, a segment of the program or of the program
itself, while Deferred Outcomes are the ability to apply cognitive, psychomotor, and affective
skills/competencies in various situations many years after completion of a degree program.

3. CONTENT AND LEARNING OUTCOME- Content reflecting skills, competencies, and knowledge that students
have achieved and can demonstrate upon successfully completing a course. Learning outcome are statement
that describe or list measurable and essential mastered content.

4. INSTITUTIONAL OUTCOME AND PROGRAM OUTCOME- Institutional Learning Outcome are the knowledge,
skills, abilities, and attitude that students are expected to develop as a result of their overall experiences
with any aspect of the college including courses, programs and student services. Program Outcome are
specific enough to explain how those broad expectations are accomplished within a given program and
course outcome will specify what expectations an instructor has for the course, which are related to one or
more program outcome.

5. PROGRAM OUTCOME AND COURSE OUTCOME- The Program Outcome are specific enough to explain how
those broad expectations are accomplished within a given program and course outcomes will specify what
expectations an instructor has for the course.

6. STUDENT-CENTERED INSTRUCTION AND CONTENT-CENTERED INSTRUCTION- Student centered instructions

is a teaching styles that places the focus of teaching on student rather than on the instructor. Student-
centered instructions, teachers and students serve as partners in the learning process. In other words,
student take an actual role in their education. Content-Based Instruction is an approach to language teaching
that focuses not on the language itself, but rather on what is being taught through the language; that is the
language becomes the medium through which something new is learned.

7. “TO DEVELOP COMMUNICATION SKILLS” AND “CAN COMMUNICATE ORALLY AND IN WRITING” - To
develop communication skills is a two way of process. It includes both how we send and receive messages.
Receiving includes both how we take in the message and decoding of the message. Improving
communication may therefore also involve either or both elements. Effective oral and written
communication is being able to communicate one’s thought clearly and concisely, but also being able to
create focus energy and passion.

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 CHAPTER II
A. Each of the following statements refers to either (a) measurement (b) assessment or (c) evaluation. On the
blank before each number write the letter corresponding to your answer.

B 1. Over-all goal is to provide information regarding the extent of attainment of student learning outcomes.
C 2. Can help educators determine the success factors of academic programs and projects.

A 3. Uses such instruments as ruler, scale or thermometer.

A 4. Used to determine the distance of a location.

C 5. Process designed to aid educators make judgment and indicate solutions to academic situations.

B 6. Can determine skill attainment easier than attainment of understanding.

B 7. Process of gathering evidence of student competencies/skills over a period of time.

C 8. Results show the more permanent learning and clear picture of student’s ability.

B 9. Objects of study may be instructional programs, school projects, teachers, students, or tests results.

A 10. Usually expressed in quantities.

B. List down three (3) activities or processes involved in each of the following:

1. MEASUREMENT
a. Use of thermometer
b. Use of ruler
c. Use of scale
2. ASSESSMENT
a. Journals
b. Research papers
c. essays
3. EVALUATION
a. The comparative effectiveness of two remedial reading programs
b. Correlation between achievement test results and diagnostic test results
c. Evaluating the “education for all” project of a school district

C. Differentiate each of the following pairs; examples may be cited to further clarify the meaning.

1. ASSESSMENT AND EVALUATION: Assessment is feedback from the student to the instructor about the
student’s learning. Evaluation uses methods and measures to judge student learning and understanding of
the material for purposes of grading ad reporting, also it is feedback from the instructor to the student about
the student’s learning.

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 2. FORMATIVE EVALUATION AND SUMMATIVE EVALUATION: Formative Evaluation is typically conducted
during the development or improvement of a program or course. Summative Evaluation involves making
judgments about the efficacy of a program or course at its conclusion.

3. MENTAL SKILL AND MANUAL SKILL: Knowledge refers to mental skills/cognitive domain of learning. Skills
refers to psychomotor or manual skills that need to be developed by school aged members of society.
Attitudes are the growth in affective or emotional areas.

4. MEASUREMENT AND EVAULATION: Measurement is all about the numbers and being able to quantify the
performance or the abilities. Evaluation assists with using the data and information to judge success/failure,
can take place without numerical measurement as it measures performance.

D. By means of diagram show the institutional outcomes are broad statements compared to program/degree
outcomes, course subject outcomes and learning/instructional outcomes.

INSTITUTIONAL
OUTCOMES

PROGRAM/ DEGREE
OUTCOMES

COURSE/SUBJECT
OUTCOMES

LEARNING/
INSTRUCTIONAL
OUTCOMES

E. Formative Assessment is “when the cook tastes the soup while summative assessment is when the guest
tastes the soup the soup” Do you agree? Why or why not?

 Yes, because formative is still the food in the process while the summative is the end process, the guest
will judge if it is good or bad.

F. “All tests are forms of assessment, but not all assessments are test: Which definition of assessment given in G
support this statement?

 Assessment is a process by which information is obtained relative to some known objective or goal. A
test is a special form of assessment.

G. Here are how authors distinguish measurement, assessment and evaluation:

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  Evaluation is the process of making judgments based on criteria and evidence.
 Assessment is the process of documenting knowledge, skills, attitudes and beliefs usually in measureable
terms. The goal of assessment is to make improvements as opposed to simply being judged.
 In an educational context, assessment is the process of describing, collecting, recording, scoring and
interpreting information about learning.
 Measurement refers to the process by which the attributes or dimensions of some physical objects are
determined with the exception of IQ or attitudes.
 Assessment is a process by which information is obtained relative to some known objective or goal. A
test is a special form of assessment.
 Evaluation is a process designed to provide information to help one make a judgment about a given
situation.

H. Based on the notes given above , distinguish among measurement, assessment and evaluation:

 MEASUREMENT- refers to the process by which the attributes or dimensions of some physical
objects are determined with exception of IQ or attitudes.
 ASSESSMENT- is the process of documenting is to make improvements as opposed to simply being
judged.
- In an educational context, assessment is the process of describing, collecting, recording, scoring, and
interpreting information about learning.
- Is a process by which information is obtained relative to some known objective or goal. A test is a special
form of assessment.

 EVALUATION- is the process of making judgments based on criteria and evidence.

- Is a process designed to provide information to help to make a judgment about a given situation.

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 CHAPTER III
A. The following are examples of learning outcome; In the second column, write the domain in which each
outcomes is classified and in the third column the level/category to which the learning outcome belongs.

DOMAIN LEVEL/CATEGORY
1. Formulate a procedure to
follow in preparing for class Psychomotor Articulation
demonstration.
2. Formulate new program Psychomotor Adapting
3. Perform repeatedly with Psychomotor Naturalization
speed and accuracy.
4. Listen to others with Affective Receiving
respect.
5. Select the most effective
among a number of Cognitive Evaluating
solutions.
6. Watch a more experienced Psychomotor Observing
performer
7. Know the rules and Affective Responding
practices them
8. Show ability to resolve Affective Organizing
problems/conflicts
9. Apply learning principles in Cognitive Applying
studying pupil behavior.
10. Recite prices of Cognitive Remembering
commodities from memory

B. Using the indicated topic or subject matter, write the learning outcomes for each of the 3 domains arranged
from the simplest to the most complex level or category.

1. Cognitive: Topic- INVESTIGATE PROJECT IN BILOGICAL SCIENCE

1.1 Remembering- Define the stages in the water cycle.

1.2 Understanding- Arrange the stage of water cycle to 1st cycle to last cycle.
1.3 Applying- Classify the stages of water cycle and it’s purpose.
1.4 Analyzing- Identify the stages and the purpose
1.5 Evaluating- Compare the stages of water cycle to others cycle.
1.6 Creating- Make an abstract about what you learn from water cycle.

2. Psychomotor: Topic- TABLE SETTING

2.1 Observing- Watching a video that related to the table setting

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 2.2 Imitating- Showing how to do the steps on how to do it.
2.3 Practicing- Display competence while doing the table setting.
2.4 Adapting- Create a new style in constructing table setting.

3. Affective: Topic- “DEVELOPING AND NURTURING HONESTY”

3.1 Receiving- Listening to someone while their talking with a respect

3.2 Responding- Practice talking with honesty
3.3 Valuing- Demonstrate belief in the concept of honesty
3.4 Organizing- Adhere to the rules and regulation of his country
3.5 Internalizing- showing honesty at all times.

C. Based on Kendall’s and Marzano’s new taxonomy, select learning competencies from the K to 12 Curriculum
Guide to illustrate levels of difficulty found in the new taxonomy of Kendall and Marzano. Refer to Kendall’s
and Marzano’s new taxonomy in Figure 5.

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 CHAPTER IV
A. List down three (3) supporting student activities to attain each of the identified Student Learning Outcomes.

1. Student Learning Outcome: Students can solve mathematical problems involving two-dimensional figures.

1.1. Identify and classify two to three dimensional shapes.

1.2. use concrete objects or modeling to solve additional and subtraction problems.
1.3. draw two and three dimensional shapes (square, triangle and rectangle).

2. Student Learning Outcome: Students can write a paragraph about an outing to a resort using verbs in the
past tense.

2.1. Practice differentiating source of topic and one’s example

2.2. Writing of essays to develop the topic
2.3. Reading and remembering all the activities done in outing to formulate a paragraph.

3. Student Learning Outcome: Students can demonstrate how to prepare a PowerPoint presentation.

3.1. Analyzing and evaluating after discussion

3.2. Forming the steps in preparing the PowerPoint presentation
3.3. Adapting the style to the identified audience

4. Student Learning Outcome: Students can write a reflection essay on lessons learned in a community
outreach activity.

4.1. Observing all the activities done during the outreach activity
4.2. Sharing experiences during the outreach activity during the class
4.3. Participating to the outreach community outreach activity

B. Design assessment task aligned with each of the 4 student learning outcomes. Observe constructive
alignment.

LEARNING OUTCOMES ASSESSMENT TASK

1. Students can solve mathematical problems Identify the formula
involving two-dimensional figures.
2. Students can write a paragraph about an outing Sharing their experiences by means of writing a
to report using verbs in the past tense. paragraph
3. Students can demonstrate how to prepare a Present a report with PowerPoint presentation
PowerPoint presentation.
4. Students can write a reflection essay on lessons Participating in a community outreach activity
learned in a community outreach activity.

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 C. There are 13 principles of assessment on pages 42-43. At the blank before each number indicate the letter
corresponding to the principle illustrated in the item.

A 1. The faculty, students, parents and staff understand and commit to implement the program/department
objectives.
C 2. Assessment activities should be observable and measureable.
E 3. Assessment should be ongoing and continuous.
D 4. Outcomes are attained through supporting activities.
E 5. The outcome assessment phrases are organized in an instructional cycle.
G 6. Rubrics assessment is used for non-objective type of test.
C 7. To solve a problem is more observable than “analytical ability”
A 8. Every school must publicize its mission and core values.
L 9. Competencies or skills may be assessed from the simple to the more complex level.
G 10. Essay, examinations allow for student individual expression but difficult to construct.
B 11. The program or department should have mission and objectives aligned with the institution’s mission and
core values.
C 12. Portfolio’s are of two types: longitudinal and “best case/thematic”
D 13. Supporting student activities its provided as part of instruction
A 14. The institution must decide on its mission of education and values it will develop.
D 15. Supporting activities is as important as outcome.

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 D. Come up with a complete outline of the various assessment tasks and tools.

COMPETENCY STANDARDS
OR OTHER PERFORMANCE
CRITERIA

IDENTIFY COMPONENTS
SKILLS AND KEY
COMPETENCIES
ASSESSMENT
MATRIX

ESTABLISH
ASSESSMENT
METHODS

OBSERVATION SIMULATED
CHECKLIST EXERCISES
ESTABLISH
AND
DEVELOP
ASSESSMENT
WRITTEN
PORTFOLIO TOOLS
TEST
AND LOG

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 E. Differentiate each of the following examples that may be given to clarify the meanings.

1. Holistic rubric and analytic rubric.

 Holistic rubric provide a single score to summarize a student’s performance on a given task, whereas Analytic
rubrics provide several scores for the task, one for each different category being evaluated.
2. Student Learning Outcomes and student assessment tasks.
 Student Learning Outcomes are statements developed by faculty, it describe the knowledge, skills, attitudes,
behaviors or values, students should be able to demonstrate at the end of the learning process.
3. Development portfolio’s showcase evaluation portfolio.
 Development portfolio is the process by which a student documents and demonstrates college-level
competencies (knowledge-skills) acquired in environments and agencies outside the traditional-higher
education classroom.
 Showcase portfolio are designed to display a learners best quality of work. This might be to highlight student
success or to showcase a variety of accomplishments a student has achieved over a period of time, this
allows them to describe and tell their own story.
 Evaluation portfolio can be on examination of student-selected samples of work experiences and documents
related to outcomes being assessed and it can address and support progress toward achieving academic
goals, including student efficacy.

F. With a particular learning outcome in mind, construct a scoring rubric- holistic and analytic.

HOLISTIC RUBRIC FOR HYPOTHESIS TEST

CRITERION SCORE
Use appropriate test with correct interpretation 4
Identifies correct null and alternative hypothesis
Provides most of level 4 but with unclear/incorrect 3
interpretation
Uses incorrect test and remaining work does not 2
follow
Little or no work of value 1

ANALYTIC RUBRIC SAMPLES

This rubric could be used to assess student’s personal narrative or fiction story.

1- Needs Improvement 2- Fair 3- Good 4- Excellent

LEAD NO LEAD FORMULATE LEAD LEAD CREATES LEAD DRAWS THE

ANTICIPATION READER IN
Sensory Details No evidence of sensory Incorporates Several examples of Incorporates
language occasional details sensory language frequent details from
from at least one at least three senses
sense. that enhance the
meaning
Conclusion No conclusion Formulate Conclusion gives Satisfying conclusion

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 conclusions sense of closure that conveys closure
and resolution
Evidence of Still needs much editing Still needs extensive Only requires minor Needs almost no
Revision and Errors sometimes break editing editing editing
Editing down meaning Errors interfere with Errors do not
meaning interfere with
meaning

G. How do the multiple intelligence affect your assessment practice?

 The multiple intelligence theory can draw students back into learning, using the different
intelligences to teach concept allows each of your diverse learners a chance to succeed at learning.
The learner with strength in the visual-spatial intelligence will do well with drawing and puzzles.

H. Research on scoring rubrics for: 1.) a research report and 2.) a research presentation.
I. List down 4 learning outcomes then give assessment task’s appropriate to the MIs.

LEARNING OUTCOME ASSESSMENT TASK

Linguistic Math/Logical Bodily/Kinesthetic Visual/Spatial Musical

1.
2.
3.
4.

LEARNINGOUTCOME ASSESSMENT TASK

Interpersonal Intrapersonal Naturalist Existential

1.
2.
3.
4.

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 CHAPTER V
Exercises 1

A. Give non-examples of each of the following rules of the thumb in the construction of a true-false test.
Improve on the non-examples for them to become good examples of test.

1. Avoid giving hints in the body of the question.

2. Avoid using the words “always”, “never” and other such adverbs which tend to be true or always
false.
3. Avoid long sentences which tend to be true. Keep sentences short.
4. Avoid a systematic pattern for true and false statements
5. Avoid ambiguous sentences which can be interpreted as true and at the same time false.

B. Give non-examples of each of the following rules of the thumb in the construction of multiple choice
test. Improve on the non-examples for them to become good examples of test.

1. Phrase the stem to allow for only one correct or best answer.
2. Avoid giving away the answer in the stem.
3. Choose distracters appropriately.
4. Choose distracters so that they are all equally plausible and attractive.
5. Phrase questions so that they will test higher order thinking skills.
6. Do not ask subjective questions or opinions for which there are no right or wrong answer.

Exercise II

A. Construct a 10-item matching type to test this competency;

Identify the computer system – i.e, parts, other components.
B. Construct a 10-item supply type test to assess this competency;
Identify farm tools according to use (Grade7-8 Curriculum Guide; Agriculture Fishery)
C. Justify each rule used in constructing an essay type of test.
D. Construct a 10-item data sufficiency test.
E. In a 100-item test, what types of objective tests will you include? Justify your answer.
F. In the sample essay “ Plant Photosynthesis” given in this section, why would you give zero (0) score to the
student writing this essay? Justify your answer.
G. Give an example of a supply type of test that will measure higher order thinking skills (beyond mere recall of
facts and information)
H. In what sense is a matching type test a variant of a multiple choice type of test? Justify your answer.
I. In what sense is a supply type of a test considered a variant of multiple choice type of test? Does this make the
supply type of test more difficult than closed multiple choice type of test? How?
J. Choose learning competencies from K to 12 Curriculum Guide. Construct aligned paper-and-pencil tests
observing guidelines in test construction. Include all selected-response and constructed-response types of test.

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 CHAPTER VI
Item Analysis- Discrimination and Difficulty Index

A. Give the term described/explained.

1. Refers to a statistical technique that helps instructors identify the effectiveness of their test items.
_____________________
2. Refers to the proportion of students who got the test item correctly. _____________
3. Which is the difference between the proportion of the top scorers who got an item correct and the
proportion of the bottom scorers who got the item right? _______________
4. Which is one is concerned with how easy or difficult a test item is?
5. Which adjective describes and effective distracter?

B. Write TRUE if the statement is correct and FALSE if it is wrong.

1. Difficulty index indicates the proportion of students who got the item right.
2. Difficulty index indicates the proportion of students who got the item wrong.
3. A high percentage indicates an easy item/question and a low percentage indicates a difficult item.
4. Authors agree, in general, that items should have values of difficulty no less than 20% correct and no greater
than 80%.
5. Very difficult or very easy items contribute greatly to the discriminating power of a test.
6. The discrimination index range is between -1 and +2.
7. The farther index is to +1, the more effectively the item distinguishes between the two groups of students.
8. When an item discriminates negatively, such item should be revised and eliminated from scoring.
9. A positive discrimination index indicates that the lower performing students actually selected the key or
correct response more frequently than the top performers.
10. If no one selects a distracter it is important to revise the option and attempt to make the distracter a more
plausible choice.

C. Problem Solving

1. Solve for the difficulty index of each test item:

Item No. 1 2 3 4 5
No. of Correct Responses 2 10 20 30 15
No. of Students 50 30 30 30 40
Difficulty Index

1. Which is most difficult? Most easy?

2. Which needs revision? Which should be discarded? Why?

D. Solve for the discrimination indexes of the following test items:

Item No. 1 2 3 4 5
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 UG LG UG LG UG LG UG LG UG LG
No. of Correct 12 20 10 20 20 10 10 24 20 5
Responses

No. of Students 25 25 25 25 25 25 25 25 25 25

Difficulty Index

 Based on the compound discrimination index, which are good test items? Not good items?

E. A multiple choice type of test has 5 options. The table below indicates the number of examinees out of 50
who choose each option.

OPTION
A B C D E
0 20 15* 5 10
*Correct Answer
 Which options are plausible? Which ones are implausible?

F. Study the following data. Compute for the difficulty index and the discrimination index of each set of scores.

1. N=80 number of wrong answers: upper 25%=2 lower 25%=9

2. N=30 number of wrong answers: upper 25%=1 lower 25%=6
3. N=50 number of wrong answers: upper 25%=3 lower 25%=8
4. N=70 number of wrong answers: upper 25%=4 lower 25%=10

G. Write test items to check if the following learning outcomes were realized:

 Draw correct conclusions that are based on the information given;

 Identify one or more logical implications that follow from a given point of view;
 State whether two ideas are identical, just similar, unrelated or contradictory.
 Show your test to an expert and ask him to judge whether the constructed test items indeed assessed
the learning outcomes.

H. Enumerate the three types of validity evidence. Which of these types of validity is the most difficult to
measure? Why?
I. What is the relationship between validity and reliability? Can a test be reliable and yet not valid? Illustrate.
J. Discuss the different measures of reliability. Justify the use of each measure in the context of measuring
reliability. Can a test be valid and not reliable?

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 CHAPTER VII
1. Which is referred to as an average of scores?
a. Mean
b. Median
c. Mode
d. Standard Deviation
2. If scores are plotted in a histogram, which do you call that with the highest frequency?
a. Mean
b. Median
c. Mode
d. Standard Deviation
3. Which is the midpoint of a score distribution?
a. Mean
b. Median
c. Mode
d. Standard Deviation
4. Which does NOT belong?
a. Mean
b. Median
c. Mode
d. Standard Deviation
5. Which is a measure of variability?
a. Range
b. Median
c. Mean
d. Mode
6. Which is a measure of dispersion?
a. Mean
b. Median
c. Mode
d. Variance
7. Which is a measure of the spread of scores?
a. Mean
b. Mode
c. Standard Deviation
d. Median
8. You like to get a more reliable picture of the scores of your students in your Math class? Which will you
compute?
a. The mean
b. The mean and the SD
c. The difficulty index
d. The discrimination index
9. Here is a score distribution of a quiz with 10 as the highest possible score: 2,4,5,5,6,7,7,7,8,8. Which is the
range?
a. 2
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 b. 6
c. 7
d. 8
10. Which score distribution do all teachers, parents and students wish?
a. Negatively skewed
b. Bell curve
c. Positively skewed
d. That depends on the Mean
11. If there is not real teaching and learning that take place, which score distribution is most likely to come?
a. Negatively skewed
b. Bell curve
c. Positively skewed
d. That depends on the Mean
12. Among the measures of central tendency, which is most affected by outliers?
a. Mean
b. Mode
c. Median
d. Range
13. If a score distribution has no outliers, which is most likely to be TRUE?
a. The scores may not be so varied
b. The scores may be highly varied
c. In this case, the median is the most reliable measure of central tendency.
d. In this case, the mode is the best measure of central tendency.
14. Which is the mean of the squared deviation from the mean?
a. Variance
b. Range
c. Standard Deviation
d. Mean
15. Which is TRUE of scores that follow the normal distribution curve?
a. The mean, the median and mode are equal.
b. The median is higher than the mean
c. The mean is higher than the median
d. The mode is higher than the mean and the median
16. If a score distribution has a Standard Deviation of zero, what does it mean?
a. Most scores are zero
b. The scores are the same
c. Most scores are high
d. Most scores are negative

PROBLEM SOLVING

1. Here is a set of scores: 1,2,3,4,5,6,7,

What is the mean?

What is the median?
What is the mode?
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 What is the range?

2. A student has gotten the following grades on his tests: 87,95,76, and 88. He wants an 85 or better overall.
What is the minimum grade he must get on the last test in order to achieve that average?

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 CHAPTER VIII
1. Define a norm-referenced grading. What are some of the issues that confront a teacher using a norm-
referenced grading system? Discuss
Answer:
Norm-referenced grading factors out the difficulty of the test and any deficiencies in the instruction. It does
have serious problems, however. First, it pits one student against another. High scoring students displace
others below them who may then receive lower grades.

2. The following final grades are obtained in a class of Grade VI pupils;

80,81,82,83,84,82,80,81,79,77,88,83,89,90,91,90,78,79,82,91,92,90,88,85,88,87,85,88,83,82,80,79,77,76,7
7,78,83,89,91,90,83,88,86,83,80
a. Using a norm-referenced grading with a seven-point scale, determine the scores that would get a
failing mark. What is your general impression on this?
b. Using a norm-referenced grading with an 8-point grading scale, determine the scores that would get a
failing mark. Compare this with the previous grading system above.

3. Define a criterion-referenced grading. What are some of the issues that confront a teacher using a
criterion-referenced grading system? Discuss.

4. Using the data in Problem b, set a passing criterion of 78 and set equal intervals for all other grades above
the passing criterion. How does your result compare with those of norm-referenced grading? In which
grading system do you feel more comfortable?

5. In a class of 100 pupils, the mean score in a test was determined to be 82 with a standard deviation of 7.
Construct an 8-point grading scale using the standard normal curve in a norm-referenced grading.

6. Discuss, in your own words, the four essential questions in grading provided by Svinicki. Do you agree or
disagree with her own points of view? Justify.

7. Would you use the norm-referenced grading system in your own class? Why or why not?

8. When would a norm-referenced grading system be most appropriate to use? Similarly, when would a
criterion referenced grading system be most appropriate to use?

9. Compute the grade of a student in

a. Grade 9 English with the following raw scores
Written work- 80 out of 100
Performance task- 60 out of 100
Score in Quarterly Test- 50 out of 100

b. Grade 11 student in Introduction to the Philosophy of the Human Person, a core subject in SHS with
the following raw scores:
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 Written work- 30 out of 50
Performance task- 42 out of 60
Quarterly Test- 28 out of 40

c. Grade 3 student in the Mother Tongue subject; with the following raw scores:
Written work- 20 out of 30
Performance task- 25 out of 40
Quarterly Test- 22 out of 30

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