MODULE 3 - Assessment and Evaluation in Social Science Learning

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MODULE 3 Assessment and Evaluation of Social Science Learning

OVERVIEW The understanding of social science is important both to the teachers and
student for meaningful Social Science instruction. The subject is increasingly vital in
helping to create individuals who are active dynamic participants in our society. This
view of Social Studies raises the problem of the organization of its interrelated
components and how to make students become conscious of the underlying forces
that make up its elements and other related phenomena.
In this module, you will learned the diverse application in assessment and
evaluation in social science approach in understanding the different application in
assessing the skills and knowledge of the learners. Also you apply your understanding
and learning into real application where you create differentiated application of
assessment and evaluation in social science approach.
LEARNING At the end of the lesson you are expected to:
OBJECTIVES  Identify appropriate informative evaluation of learning in social science;
 Identify the domains to be incorporated in the development of lesson;
 Identify assessment tools necessary in the teaching of social studies; and
 Evaluate student learning in social science in the different domains.
What do you Write three (3) instructional objectives in the three learning domains. Be guided by the
ABCDs of writing instructional objectives. Use the Tagalog language to write your
already know? instructional objectives.
A. Cognitive Domain
1.
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2.
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3.
___________________________________________________________________
________________________________________________________________
B. Affective Domain
1.
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________________________________________________________________
2.
___________________________________________________________________
________________________________________________________________
3.
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ASSESSMENT AND EVALUATION IN SOCIAL STUDIES INST. JOY S. CASTILLO

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________________________________________________________________
C. Psychomotor Domain
1.
___________________________________________________________________
________________________________________________________________
2.
___________________________________________________________________
________________________________________________________________
3.
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Learning in Social Science

Learning social science is worth learning and sharing, perhaps more significant
than memorizing facts and reciting places and dates. Social science is an important
tool for genuine change and a substantial key in nation-building.
The Social Science curriculum over the past one decade has changed drastically
both in content and methodology. The recognition of culture, differences of various
ethnic groups has directly influenced the content and approaches to Social Science.
The nature of Social Science is that it is a study where the nature of man is its major
central focus of attention. Social Science therefore organizes its content around
relevant knowledge, values and skills that constitute the wide sphere of man. The
subject has also been seen as a prime discipline adopted to socialize our young and
function as a means of promoting progress towards the major social education goals
that have been identified for emphasis - civic duties or development of citizen
participation skills, acquisition of desirable attitudes and values, disciplined life etc.
Let’s get to know
Assessment in the Cognitive Domain
more Cognitive (knowledge) domain of objectives is classified into (1) knowledge, (2)
comprehension, (3) application, (4) analysis, (5) synthesis, and (6) evaluation.
1. Knowledge. recall, remembering of prior learned materials in terms of facts,

concepts, theories and principles.~ It is the lowest level of cognitive level.
Example: “What is the capital city of the Philippines?” “Who wrote El Filibusterismo?”
“How many ounces in a pound? “Know, who, define, what, name, where, list, and
when.
2. Comprehension. Ability to grasp the meaning of material. It indicates the lowest

form of understanding.
Example: “What is the main idea of this story?” “If I put these three blocks together,
what shape do they form? “Describe, use your own words, outline, explain, discuss,
and compare.

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3. Application. The ability to use learned material in new concrete situation.

Example: “If you had eight inches of water in your basement and a hose, how would
you use the hose to get the water out? “Apply, manipulate, put to use, employ,
dramatize, demonstrate, interpret, and choose.
4. Analysis. Ability to break down material into component parts so that its
organizational structure may be understood.
Example: “What are some of the factors that cause rust?” “Why did the United States
go to war with England? “Analyze, why, take apart, diagram, draw conclusions,
simplify, distinguish, and survey.
5. Synthesis. Ability to put parts together to form a new whole.

Example: “How would your life be different if you could breathe under water?”
“Construct a tower one foot tall using only four blocks.” “Put these words together to
form a complete sentence. “Compose, construct, design, revise, create, formulate,
produce, and plan.
6. Evaluation. Ability to pass judgment on something based on criteria.

Example: “Do you think that the pioneers did the right thing?” “Why do you think the
book of “The Prince” is so famous? “?Judge, rate, assess, evaluate, What is the
best…, value, criticize, and compare.
Fixed-response
Fix-response test items prompt the student to select their answer from the
response options. The most common types of fix-response items are multiple-choice
or true-false test items. However, variations of fixed-response include matching,
ranking, and multiple true-false, and embedded-choice items.
A fixed-response test item also takes time to write since the teacher must
create an appropriate stem and response options. The response options should be
able to measure not only what the student knows but the distractors should help the
teacher in identifying the student’s thought process. For example when creating a
multiple-choice item about the Philippine Revolution, the teacher might include some
prominent historical figures from the time but not directly associated with the
Revolutionary War. All the wrong answers are plausible, but not valid for that
particular test item.
In a fixed-response, when students know something of the subject, they have a
better chance of getting the answer correct over a constructed response item. Part of
this is due to guess parameters (guessing is discussed later in this blog) and part of it
can be attributed to recognition of terms or concepts.
A well-crafted test item (fixed-response) can measure various procedural
knowledge capabilities when well-written. The higher knowledge areas involves more
complex skills such as problem solving is where both fixed-response fall short. So
based on the type of information the teacher is looking to get about their student’s
mastery of the subject, it may be necessary to use fixed-response.
Fixed-response items are susceptible to guessing. For example a four
alternative test item, the student has 25% chance of selecting the correct answer; a

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true-false the student has a 50% chance of selecting the correct answer. Test
reliability increases when there are multiple-choice, alternate-choice, and essay test
items in the same assessment.
Example: Multiple Choice: Isulat ang titik ng tamang sagot sa kanang bahagi.
_____1. Alin sa mga basing ito ang hindi bahagi ng Hilagang Asya?
A. Kazakhstan
B. Siberia
C. Mongolia
D. Pakistan
_____2. Alin sa mga ito ang isa sa mga nagging basehan ng paghahati ng mga
rehiyon ng Asya?
A. Dami ng Populasyon
B. Kultura na aspeto
C. Kasarian
D. Kayamanan ng bansa
Tama o Mali: Isulat ang TAMA kung ang sinasaad ng pangungusap ay tama at
MALI kung hindi.
__Tama_1. Sultano ay isang uri ng pahalaan.
__Tama_2. Kali- ay ang hukom na itituring na pinakabihasa at pantas sa Konan.
___Mali__3. Itinatag ni Sayid Abu Bkr ang sultano sa Sulu.
To further support to this lesson refer to this link:

http://www.aps.edu/rda/documents/resources/Webbs_DOK_Guide.pdf
Free-Response Instrument
Free response, usually referred to as essay, is a type of question used in tests.
Most free response questions ask or require the test-taker to state a belief, opinion,
or write a short essay and support it with facts, examples, or other evidence. However,
few tests solely rely on these types of problems, and tend to work in conjunction with
other types, such as multiple choice. Free response questions generally test more
than straight knowledge and ask for a "big picture" type of response.
e.g. personal reflection, personal essay, argument essay
Free-response items are distinct from fixed-response items in that examiners
must supply a full and independent response. There are no answer options from which
to choose. Free-response items are typically discouraged from examinations because
of the difficulty, bias, and time effort required in grading them. However, some general
guidelines for developing these questions include the following:
The shorter the answer required for a given essay item, generally the better.
More objectives can be tested in the same period of time, and factors such as verbal
fluency, spelling, etc., have less of an opportunity to influence the grader.
1. Help the examiners focus their answers by giving them a starting sentence
for their essay.
2. Make sure questions are sharply focused on a single issue. Do not give
either the examiner or the grader too much freedom in determining what the
answer should be.

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Example:
Choose two countries which do you think change over time and continuities on how
technological advances affected the regions between 1914 and 1945.
 USA
 China
 Russia (Soviet Union)
 Middle East
Performance Test
This test it is a measure which often makes use of accomplishing the learning
task involving minimum accomplishment or none at all. Performance assessment
usually focus on the application of knowledge to a real life experience.
A performance test is an assessment that requires an examinee to actually
perform a task or activity, rather than simply answering questions referring to specific
parts. The purpose is to ensure greater fidelity to what is being tested. An example is
finding the right degree and time of the country. Rather than only answering simple
multiple-choice items regarding the degree and time, a student is required to actually
to find the right degree and time of the countries one while being evaluated.
Some performance tests are simulations. For instance, the assessment to
become certified professional employee of the government. The student should
perform a certain skills and knowledge of the specific profession for example being a
doctor, teacher, engineer, police and etc. The examinee must demonstrate the ability
to complete seven tasks commonly performed on the job.
Assessment in the Affective Domain

The affective domain (Krathwohl, Bloom, Masia, 1973) includes the manner in
which we deal with things emotionally such as feelings, values, appreciation,
enthusiasms, motivations, and attitudes. Affective learning is demonstrated by
behaviors indicating attitudes of awareness, interest, attention, concern, and
responsibility, ability to listen and respond in interactions with others, and ability to
demonstrate those attitudinal characteristics or values which are appropriate to the
test situation and the field of study.
The Affective domain describes learning objectives that emphasize a feeling
tone, an emotion, or a degree of acceptance or rejection. (1) Receiving, (2)
Responding, (3) Valuing, (4) Organizing, (5) Internalizing.
1. Receiving. It is being aware of or sensitive to the existence of certain ideas,

material, or phenomena and being willing to tolerate them. (To differentiate, To accept,
To listen (for), To respond to).
2. Responding. Is committed in some small measure to the ideas, materials, or

phenomena involved by actively responding to them. (To comply with, To follow, To
commend, To volunteer, To spend leisure time in, To acclaim).
3. Valuing. Is willing to be perceived by others as attaching importance to certain

ideas, materials, or phenomenon. (To increased measured proficiency, To
relinquished, To subsidize, To support, To debate).

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4. Organizing. Is relating the value to those already held and bring it into a
harmonious and internally consistent philosophy. (To discuss, To theorize, To
formulate, To balance, To examine).
5. Characterization. By value or value set is to act consistently in accordance with the

values he or she has internalized. (To resist, To manage, To resolve).

https://www.slideshare.net/RichardAllenSantos/assessment-in-the-affective-domain-
58515399
Observation Instrument
In-class observation can be done using a wide variety of both directed and
open-ended forms of evaluation aimed at assisting peer observers in critically
evaluating the teaching they have observed and identifying how their observations
relate to their own experience of and goals for teaching. In the following pages we
provide several forms and exemplars that offer different methods of recording an
observation of teaching.
Observation is a very useful way to assess. But, as with all assessment tools,
it needs to be well planned and designed. Because it is observation, some people can
tend to be a bit slack about the planning and record keeping. It is important to
remember that these forms are simply tools. All forms should be accompanied by a
narrative analysis and discussion with the instructor being observed.
 The Narrative Log
A sample narrative log that allows the observer to record the time a
behavior (both instructor and student), a technique or a reaction occurs, as
well as the observer’s comments or questions related to what is happening in
the classroom.
Observations: Opening/warm up — shared anecdote

Time: 2:13
Action/Comment: A method for establishing rapport with the students.
Observations: Review of administrative details

Time: 2:15
Action/Comment: Details provided regarding an upcoming assignment and
related tutorial.
Observations: Surveyed students to see what they remembered from

previous lecture
Time: 2.26
Action/Comment: Students remembered little — what do you attribute this
to?

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 Open-Ended Form
Several days prior to the classroom visit, the instructor/teacher
should provide the observer(s) with a copy of the course syllabus
containing course objectives/outcomes, content, organization and
assessment.
PROCEDURE: The observer(s) should connect with the instructor several days in
advance of the visit to conduct a pre observation meeting in order to learn the
instructor’s goals and outcomes for the lesson to be observed, as well as the teaching
methods to be used. Discuss specific aspects of the lesson the instructor would like
feedback on. Within several days after the visit, the observer(s) should meet with the
instructor to discuss the observations and conclusions.
OBSERVER FEEDBACK:
1. Specific feedback on elements identified in the pre-observation discussion.

2. Describe the key goals/outcomes for the lesson.
3. Describe the instructor’s content mastery, breadth and depth.
4. Describe the method(s) of instruction/assessment.
5. Describe the clarity and organization of the lesson.
6. Describe the form and the extent of student engagement.
7. What specific suggestions would you make to build on strengths and/or
improve the teaching?
Rating Scales
Rating Scales allow teachers to indicate the degree or frequency of the
behaviors, skills and strategies displayed by the learner. To continue the light switch
analogy, a rating scale is like a dimmer switch that provides for a range of performance
levels. Rating scales state the criteria and provide three or four response selections
to describe the quality or frequency of student work.
Both performance-based tasks and portfolios are commonly used for student
self-assessment and for showing progress of learning as a result of instruction.
However, ratings could be assigned to both tasks, with the use of rating scales called
scoring rubrics or scoring guide. These are called assessment guides. These are
statements that describe different levels of accomplishments for a specific outcome.
It provides some kind of standardization of rating in situations where the rater may
unwittingly bring in bias to the assessment procedure. Simply put, scoring rubrics are
rating scales that describe levels of attainment in relation to an assessment tasks
(Parker and Jarolimek, 1997). These should be based on the results of stated
performance standards and should be composed of scaled descriptive levels of
progress towards the results (Burke, 1993). Scoring rubrics are applicable in assigning
marks to evaluate essay tests, portfolios, and other learning activities usually referred
to as performance tests.

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SCORING RUBRICS FOR PERFORMANCE-BASED TASK

(Total Points =25)
Scoring Rubrics for Buzz Session
Indicators Not Often Sometimes Always Score
1. Helps group members in 1 3 5
making plans
2. Listens to sharing of members 1 3 5
3. Shares own ideas with others 1 3 5
4. Takes turn in asking and 1 3 5
answering questions
5. Considers options of others 1 3 5
Total:
Scoring Rubrics for Group Work (Total Points = 30)

Indicators Score
1. Shows respect for the ideas, feelings, and attitudes of others
2. Cooperates with others while at work
3.Helps in doing task assigned to a small group
4.Makes readings available to the group
5. Observes school rules and regulations
6. Submits reports on time
Total:
Rating Scales: Always = 5 Rarely = 1

Usually = 3 Never = 0
Scoring Rubrics for Self-Assessment (Total Points = 25)

Indicators Scores
In this activity I was able to:
1. Choose the activity I like
2. Follow the directions in the activity easily.
3. Enjoy group task until its completion
4. Share the completed task with classmates
5. observe individual and group standards while at work in class
Total:
Rating Scales: Always = 5 Rarely = 1

Usually = 3 Never = 0

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SCORING RUBRICS FOR PRESENTATION OF REPORT

(Total Points = 45)
Criteria Indicator Points Earned
A. Organization 1. Content outline is well-
prepared
2. Topics are logically
presented
3. Examples are related
to the topics
B. Presentation 1. Uses appropriate
learning organization
2. Follows the content
outline
3. Delivery is clearly
understood
C. Interaction 1. Looks at classmates
while reporting
2. Answers questions
politely
3. Accepts suggestions
from the class
Total:
Rating Scale: 5 = Excellent

4 = Very Satisfactory
3 = Satisfactory
2 = Unsatisfactory
1 = Very Unsatisfactory
Checklist
Checklist is a tool students can use to make sure they have met all
requirements of an assignment that will be assessed. The teacher creating the
checklist decides which features of the assignment are important enough to factor
into how the work will be graded or otherwise evaluated.
Although a checklist allows a student or the teacher to note whether the key
requirements of the assignment have been successfully completed, this format does
not generally provide a place for elaboration, further evaluation, or extensive
comments. However, when it comes to creating a checklist for your own
assignments, the format is up to you. Your task is to create a feedback form that
allows you and your students to communicate effectively about the important goals
of the assignment.
Clearly and well-organized, checklist serves the following:

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1. to clarify the instructional goals and objectives

2. To communicate course requirement and expectations
3. To introduce, explain, guide, and focus students learning.
4. To be a reference or guide to students while they are working on in-class and out-
of-class projects.
5. To provide feedback.
6. To develop and improve instructional activities and materials.
7. To assess and evaluate students learning as objectives as possible.
8. To encourage students learning and thinking at the evaluation level.
Checklist can provide useful information to students regarding the actual
intent of some instruction prior to the beginning of work on an individual and group
project.
Assessment in Psychomotor Domain

In the words of Simpson (1972), psychomotor domain refers to the use of
basic motor skills, coordination, and physical movement. Bloom’s research group did
not develop in-depth categories of this domain, clamming lack of experience in
teaching these skills. However, Simpson (1972), cited in martin (2006) develop seven
psychomotor categories to support Bloom’s domain. These seven major categories
are listed from the simplest behavior to the most complex.
1. Perception. The ability to use memory to guide physical activity. The ability to use
sensory signals to guide motor activity.
Example: detect non-verbal clues to predict where the ball will land after being
thrown, and then move towards the correct location to be captured. Adjust the
temperature of the air conditioner in the room so it's not too cold.
2. Settings. The readiness of the mindset of students to action, including mental

preparedness, physical and emotional.
Example: Knowing and act in accordance with the procedure handicraft-making
process. Get to know the capabilities and limitations of each student, and his desire
to learn new things.
3. Guided response. The initial stage of a skill activity is sometimes done by trial
and error. Accuracy performance can be achieved when skills are often practiced.
Example: need to follow instructions in making a model of handwork.
4. Mechanism. The ability to have motor skills is an intermediate stage in learning

skills.
Example: motor skills in using a personal computer.
5. Complex open response. Expert skills. Proficiency is shown by the performance
that is fast, accurate and well-coordinated, and uses minimal energy.

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Example: Piano playing skills.
6. Adaptation. Finesse for the ability of students to adapt, modify motor skills to
adapt to new situations.
Example: Actively respond to unexpected experiences. Change instructions to meet
the needs of students.
7. Origination (origination)/similar to naturalization. Demonstrate creativity, the

ability of learners create new movement patterns. The results of the study emphasize
the creativity of well-developed skills.
Examples: compile new theories, develop new programs, and create new formulas,
innovations, new products.
Records of Observation
How do teachers know if the materials in the activity centers are of interest to
children? How do they know if the activities are meeting the needs of children? How
can teachers share information with parents in a way that accurately describes how
their children are spending their time? How do teachers document a concern that
they have about a child's behavior? How do teachers individualize an activity?
These are some of the questions that teachers should ask themselves as
they plan activities, adapt the environment, and interact with children. One method
that teachers have found useful is to observe children in their natural environments -
home, classroom, and outdoors - and to record their observations. In this way, they
have concrete information that they can share with parents and other members of
the teaching team.
Observation is the process of watching a child at work or play without
interfering in the activity.
Recording is the process of documenting the observed activity or behavior.
Although many teachers do this natural~ a systematic approach helps ensure that
children are observed participating in many different activities over time.
By recording their observations, teachers document children's work and the
quality of that work or interaction. This information enables them to better evaluate
and set goals for that child. Over time, observations of the child can reveal patterns
of behavior, learning preferences, mastery of skills, and developmental progress.
Observation Guidelines
To function as an observer, the teacher must set aside the time to observe
and have the right tools to record her observations. No teacher can be a totally
objective observer. Teachers should try, however, to describe accurately the
behaviors they record, without subjective interpretation or labeling. Objective

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observations do not include what the teacher thinks or feels happened; rather, they
describe what the child actually did or said.
Objective observations are factual statements: "Jo picked up the block and threw it
at Samuel," or, "Marie spent her time outdoors sitting under the tree."
Subjective observations are labels, judgments, or information recorded out of
context: "Jo is aggressive" or, "Marie is lazy." Labels do not convey information that
helps in understanding a child's development.
An observation should also be detailed and descriptive. For instance,
recording "Adam chose to build with blocks in the block area," gives information about
the choice Adam made and the materials he worked with. It does not provide as
much information as the following, more complete, anecdotal observation: "As soon
as Adam came into the classroom, he announced to his friends, Mica and Sol that
he wanted to 'build the biggest house in the city.' He invited them to join him. Together
they used all the blocks available and built a house with seven rooms. Adam asked
me to make a sign for his house, which I wrote out and he copied onto yellow paper.
The sign said, 'The Big House.' Adam stayed in the block center for fifty minutes."
Other types of observations can range from short notes jotted on a piece of
paper to checklists that pinpoint specific activities.
Informal Observation Techniques

Anecdotal Records. These are brief accounts of specific incidents. They tell a
picture in words. They should give factual information about what happened, when it
happened, where it happened, the stimulus for the activity, the child's reactions, and
how the action ended.
Narratives or Diary Records. These are daily notes or impressions of group and
individual activities that are recorded at the end of the day. They tend to be somewhat
subjective and often capture a quick impression or mood. They are useful for tracing
some of the successes and failures of the day's events.
Teacher Observation Checklists. An observation checklist identifies specific

behaviors to be observed. A developmental checklist structures the process of
systematically collecting information on a child's level of functioning in various areas.
It typically lists skills that have been sequenced in the order that they are generally
learned. The checklist may assess domains such as fine and gross motor, expressive
and receptive language, intellectual, social-emotional, and self-help skills. These
checklists provide information about what a child can and cannot do in each
developmental area. Teachers can use this information to help set goals for a child
and plan activities that help the child progress. An example of a developmental
checklist, Observation Checklist for Teachers, is at the end of this chapter.
Frequency Counts and Time Samples. These techniques help a teacher keep
track of the number of times a behavior occurs. A tally is kept for a specified time

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("Sue hit another child five times during outdoor play today,") or the length of time a
behavior lasted ("Thomas cried for eight minutes when he was asked to wash up for
lunch.") These records can be used to help a child reduce or diminish a negative
behavior. For example, if the teacher discovers that Thomas cries whenever there
are transitions from one activity to the next, she may be able to help him by alerting
and preparing him before the transition occurs. This method is effective only if the
behavior is overt and frequent.
Portfolios or Work Samples. These are collections of work that a child does over
time. They can include drawings, dictated stories, and attempts at writing words and
numbers, and language samples, which are transcriptions of the exact words a child
uses to express a thought or idea.
Interviews and Conversations. Children are happy to discuss their thoughts, ideas,
and work with adults if they trust that the adult is truly interested and respectful. When
a teacher takes time to listen to a child describe an art project or talk about a favorite
cousin, it makes the child feel valued and helps the teacher better understand that
child. Open-ended questions, such as "Why are clouds in the sky?" or "How does an
airplane fly?" provide insight into the level of the child's understanding about the
world. Teachers can probe further by asking for more information or by offering
another question, such as, "How are birds and airplanes alike?"
http://laffranchinid.faculty.mjc.edu/Ch5.pdf
Assessment of Individual Student

Student assessment is essential to measure the progress and performance of
individual students, plan further steps for the improvement of teaching and learning,
and share information with relevant stakeholders.
Student assessment within the evaluation and assessment framework. It
focuses on how student assessment influences the learning experience of individual
students and considers both summative assessment (assessment of learning) and
formative assessment (assessment for learning) of students.
Student assessment refers to processes in which evidence of learning is
collected in a planned and systematic way in order to make a judgment about student
learning (EPPI, 2002). It encompasses summative and formative purposes, and may
be designed and implemented internally within the school or externally through
standardized assessments.
Summative and formative assessment
The assessment literature has traditionally made a distinction between
assessment for summative purposes and assessment for formative purposes. Some
authors also make a distinction between formative assessment and diagnostic
assessment, but throughout this report diagnostic assessment will be considered as
one aspect of formative assessment.

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• Student summative assessment, or assessment of learning, aims to

summarize learning that has taken place, in order to record, mark or certify
achievements (EPPI, 2002).
• Student formative assessment, or assessment for learning, aims to
identify aspects of learning as it is developing in order to deepen and shape
subsequent learning.
• Diagnostic assessment is one type of formative assessment, which often
takes place at the beginning of a study unit in order to find a starting point, or
baseline, for learning and to develop a suitable learning programme.
Diagnostic assessment may also serve to identify students who are at risk of
failure, to uncover the sources of their learning difficulties and to plan for an
appropriate supplemental intervention or remediation.
To further support to this lesson refer to this link: https://www.oecd-
ilibrary.org/student-assessment-putting-the-learner-at-the-
centre_5k49dvlqk233.pdf?itemId=%2Fcontent%2Fcomponent%2F9789264190658-
7-en&mimeType=pdf
Assessing Student Behavior

Assessing student behavior is vital in learning since the primary goal is to help
the students to learn. One of the biggest hindrances to learning in class is distraction.
The les distracted students are, the more likely they are to learn. One of the simplest
ways to assess student’s learning attempts during course instruction to observe the
behavior in which they engage during class.
Increasing student focus, also known as attention, in the classroom is an
important aspect of keeping students engaged in the classroom (Blatchford, Bassett,
Brown, & Webster, 2009; James & Hardardottir, 2002). Students generally lose focus
in class somewhere between 10 and 18 minutes during any one particular activity
(Johnstone & Percival, 1976), with 15 minutes being the time at which the most
students lose focus during a traditional lecture (Burns, 1985; Stuart & Rutherford,
1978). Recently, those findings have been challenged as being more nuanced than
originally thought (Wilson & Korn, 2007). Research has shown techniques effective
at improving attention span such as doodling (Andrade, 2010; Singh & Kashyap,
2015) and intermittent quizzing (Risko, Buchanan, Medimorec, & Kingstone, 2013).
Passive learning occurs when the professor disseminates knowledge to his or
her students in a recitative format, whereas active learning requires a physical
contribution from the student during the instruction. An example of active learning is
group discussion where students discuss a question with each other and collectively
produce an answer (Abeysekera & Dawson, 2014; S. Freeman et al., 2014). S.
Freeman et al. (2014) conducted at meta-analysis of studies on active learning and
discovered that students performed significantly better in classes with active learning
than in classes without. However, that analysis did not provide insight into any
differences among the effectiveness of techniques nor how the techniques had their
effects, which are areas in which research is lacking (Dolan, 2015). Dolan (2015)

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suggested studies should look for distinguishable differences in characteristics

between students who are and are not positively affected by the techniques, how the
students are responding to these techniques, and what factors are driving these
student responses.
Guidelines for Assessing Student Behavior
Hostility, verbal aggression, depression, isolation, and withdrawal are key

signals that should not be ignored. Disregarding early warning signs facilitates
escalation. It is better to offend a student by “over-reacting” and apologize than to fail
to act in the interest of everyone’s safety.
Below are three categories of behavior and actions which need attention and
a response. They are listed in an order of increasing severity. Research suggests that
acting-out and violent behavior may be diffused if these issues are addressed in the
early levels of escalation.
LEVEL I – WARNING SIGNALS WHAT I SHOULD DO?

Pronounced and sudden change in
attendance patterns student one-on-one.
Tardiness and increased absences may be interfering with their academic goals
Change in behavior after class or during your office hours.
-threatening and non-punitive
Withdrawn, irritable, confrontational, fashion comment on your observations and
depressed, angry express your concern.
Negative change in attitude
causing the changes in behavior (document
Significant change in the way the student conversation with student).
interacts with staff and/or students .
Minor disruptive behavior
college/school catalog.
LEVEL II – MODERATE RISK WHAT I SHOULD DO?

Negative/hostile attention seeking -
behavior in classroom on-one.
Behavior interferes with educational goals; Consider asking him/her to join you with the
cheating student.
Withdrawn behavior of increasing -punitive
concern fashion describe the problem behavior.
Vacant stares, crying, or deep sadness behavior.

16
Openly confrontational with faculty, staff,

and/or students Conduct
Agitation or intimidating behavior

No participation in class discussions and
activities with passive/aggressive
behaviors and acting out
– EXTREME RISK WHAT I SHOULD DO?

Continued demonstrations of odd or
disruptive behaviors that you have Immediately call Campus Safety,
previously discussed
Aggressive and threatening behavior or
gestures student.
Escalating threats, raised voice
Visible agitation, physical tension yourself to be trapped. Reduce noise, talking,
Threats to harm self or others disclosed questions, stimulation.
either in a direct or disguised manner Jokes,
sarcasm, hints, symbolic gestures, removal to division dean.
drawings, writing, assignment fuses to leave, remove
yourself and others from the situation.
Evaluating Student Learning in Social Science

Evaluation of students' performance in social studies is an essential
activity. It is a process of determining the extent to which the objectives of
social studies have been achieved by the students. Evaluation is generally
used for certification and placement purposes, but it has greater potential to
be used for instructional purposes. For this, evaluation has to be a continuous
and comprehensive process.
A social studies teacher must know what cognitive and non-cognitive
learning outcomes have to be measured and which tools and techniques are
available for the purpose. He must also know how to set a good question and
how to assess students' performance so that evaluation could be valid and
reliable.
Evaluation for Certification

The performance of students is also evaluated by the social studies
teachers periodically as well as annually to judge the level of performance of
each student and grade her/him accordingly so that certificates could be
provided. The teacher judges the performance level of students in social
studies. It is the final achievement level of students which is certified. These
certificates are required and used for different purposes such as getting jobs,

17
admission to various courses, etc. Guidance also can be given to students for
further improvement in performance. Thus, one of the important purposes of
evaluation in social studies is to certify students' performance.
http://egyankosh.ac.in/bitstream/123456789/46716/1/Unit-4.pdf
Essay Items
It is appropriate when assessing students’ ability to organize and present
their original ideas. It consists of a few questions wherein the examinee is
expected to demonstrate to recall factual knowledge; organize his knowledge;
and present his knowledge in logical and integrated answers.
Types of Essay Items

There are two types of essay items extended response easy and
restricted response essay.
Extended Response Essays

An essay test that allows the students to determine the length and
complexity of the response is called an extended essay item. It is very useful
in assessing the synthesis and evaluation skills of the students. When the
objective is to determine whether the students can organize ideas, integrate
and express ideas, evaluate information in the knowledge, it is best to use
extended response essay tests.
Advantages of Extended Response Essays
1. Demonstrate learning outcomes at the synthesis and evaluation
levels.
2. Evaluate the answers with sufficient reliability to provide useful
measures of learning.
3. Provides more freedom to give responses to the question.
4. Provide creative integration of ideas.
Disadvantages of Extended Response Essays
1. More difficult to construct.
2. Scoring is time-consuming.
Examples of Extended Response Essay Questions:
1. Present and describe the modern theory of evolution and discuss how it is
supported by evidence from the areas of (a) comparative anatomy, (b)
population genetics.
2. From the statement, “Wealthy politicians cannot offer fair representation to
all the people.” What do you think is the reasoning of the statement? Explain
your answer.

18
Restricted Response Essays

An essay item that places strict limits on both contents and the response
given by the students is called a restricted response essay item. In this type
of essay, the content is usually restricted to the topic to be discussed and the
limitations on the form of the response are indicated in the question.
Advantages of Restricted Response Essays
1. It is easier to prepare questions.
2. It is easier to score.
3. It is more directly related to the specific earning outcomes.
Disadvantages of Restricted Response Essays
1. It provides little opportunity for the students to demonstrate their
abilities to organize ideas, to integrate materials, and to develop new
patterns of answers.
2. It measures learning outcomes at comprehension, application, and
analysis levels only.
Examples of Restricted Response Essay Questions
1. List the major facts and opinions in the First State of the Nation Address
(SONA) of
Pres. Rodrigo Duterte. Limit your answer to one page only. The score will
depend on the content, organization, and accuracy of your answer.
2. Point out the strengths and weaknesses of a multiple-choice type of test.
Limit your answer to five strengths and five weaknesses. Explain each answer
in not more than two sentences.
Guidelines in Constructing Essay Test Items

1. Construct essay questions used to measure complex learning
outcomes only.
2. Essay questions should relate directly to the learning outcomes to
be measured.
3. Formulate essay questions that present a clear task to be performed.
4. An item should be stated precisely and it must focus on the desired
answer.
5. All students should be required to answer the same question.
6. The number of points and time spent in answering the questions
must be indicated in each item.
7. Specify the number of words, paragraphs, or the number of
sentences for the answer.
8. The scoring system must be discussed or presented to the students.
Example of Essay Test Item
1. Choose a leader you admire most and explain why you admire him
or her.
2. Pick a controversial issue in the Aquino administration. Discuss the
issue and suggest a solution.

19
3. If you were the principal of a certain school, describe how you would
demonstrate your leadership ability inside and outside of the school.
Advantages of Essay Test
1. It is easier to prepare and less time consuming compared to other
paper and pencil tests.
2. It measures higher-order thinking skills (analysis, synthesis, and
evaluation).
3. It allows students’ freedom to express individuality in answering the
given questions.
4. The students have a chance to express their idea to plan their
answers.
5. It reduces guessing answer compared to any of the objective type of
test.
6. It permits more realistic tasks to the students.
7. It emphasizes the integration and application of ideas.
Disadvantages of Essay Test
1. It cannot provide an objective measure of the achievement of the
students.
2. It needs so much time to grade and prepare scoring criteria.
3. The scores are usually not reliable most especially without scoring
criteria.
4. It measures a limited amount of content and objectives.
5. Low variation of scores.
6. It usually encourages bluffing.
Suggestions for Grading Essay Test
Zimmaro (2003) suggested different guidelines in scoring an essay
type. These guidelines are very important in the performance of the
students to avoid or lessen the subjectivity of the scoring.
1. Decide on a policy for dealing with incorrect, irrelevant, or illegal
responses.
2. Keep scores of the previously read items out of sight.
3. The student’s identity should remain anonymous while his/her paper
is being graded.
4. Read and evaluate each student’s answer to the same question
before grading the next question.
5. Provide students with general grading criteria by which they will be
evaluated before the examination.
6. Use analytic scoring or holistic scoring.
Completion Test
This test consists of a series of items which requires the testee to fill a
word or phrase on the blanks. An item may contain one or more blanks. This
is also called the filling the blanks type of test.

20
Rules and Suggestions for the Construction of Completion Test

The rules and suggestions for the construction of completion test are as
follows:
1. Give the student a reasonable basis for the responses desired. Avoid
indefinite statements. For instance, President Macapagal-Arroyo was born
in______________. The statement is indefinite or vague because the
response is either date or place of birth.
Avoid overmutilated statements. For example, The_________ is
obtained by dividing the____________ by the_______________.
2. Avoid giving the student unwarranted clues to the desired response.

There are several ways in which clues are often carelessly given. The
following suggestions may help to prevent the common errors in constructing
completion test.
2.1 Avoid lifting statements directly from the book.
2.2 Omit only key words or phrases rather than trivial details.
2.3 Whenever possible avoid "a" or "an" immediately before a blank.
These words may give a clue of whether a response starts with a
consonant or vowel.
2.4 Do not indicate the expected answer by vary ing the length of
blanks or by using a dot for each letter in the correct word.
2.5 Guard against the possibility that one item or part of the test may
suggest the correct response to another item.
2.6 Avoid giving grammatical clues to the answer expected. Example:
The authors of the first performance test of intelligence
were_________.
Improved: The first performance test of intelligence was prepared
by__________.
3. Arrange the test so as to facilitate scoring.

3.1 Allow one point for each blank correctly filled. Avoid fractional
credits or unequal weighing of items in a test.
3.2 Select the items to which only one correct
3.3 Arrange the items as far as possible so that response is possible.
The students' responses are in a column at the right of the sentences.
Example:
1. The Father of History is 1. Herodotus
2. The study of places and the 2. Geography
relationships between people
and their environments
is __________

21
Defining term or Concept

A concept testing survey helps students evaluate ideas development, an
ad campaign, or even a message or claim, by getting feedback from students
or a teachers. Whether you want to test a single concept, or compare different
concepts with an A/B test, taking the time to test before you execute can help
you avoid mistakes. Using a concept testing survey makes it easy to get
accurate feedback from students.
Answer a question
It is a situation in which a student or a group of students asks a questions
and another person’s or group of students answers them. Answer a question
is a short method of teaching. This type of instruction aims not to strike fear in
the hearts of students that they either cannot articulate clearly the values that
guide their lives, or that their values and beliefs do not withstand scrutiny.
This is effective method of teaching when a teachers wants to know the
idea of the students is he/she know between the facts and opinion of an idea.
Also this is a method of probing questions in an effort to expose the beliefs
and support the thoughts and statements of the participants in the inquiry.
This students ask question as well, both of the teacher and each other.
Simple Recall
This type of test is the easiest to construct among the objective type of
tests because the item appears as a direct question, a sentence, word, or
phrase or even a specific direction. The response requires the examinee to
recall previously learned lessons and the answers are usually short consisting
of either a word or phrase
Rules and Suggestions for the Construction of Simple-recall Type
1. The test items must be so worded that the response is brief as possible,
preferably a single word, number, symbol, or a brief phrase. This objectifies
and facilitates.
2. The direct question is preferable than the statement form. It is easier to
phrase and scoring. More natural to the examinees.
3. The blanks for their responses must be in a column preferably at the right
column of the items. This arrangement facilitates scoring and is more
convenient to the examinees because they do not have to turn their neck to
go back to the left column to write their answer before the item. It is obsolete,
though, this arrangement has been practiced for more than a century. The
right column response arrangement is more convenient because the
examinees write their response directly to the right column.
4. The question must be so worded that there is only one correct response,
whenever this is impossible, all acceptable answers must be included in the
scoring key

22
5. Make a minimum use of textbook language in wording the question.

Unfamiliar phrasing reduces the possibility of correct responses that represent
more meaningless verbal associations.
Advantages:
1. This type of test is particularly valuable in mathematics and the
physical sciences, where the stimulus appears in the form of a problem
requiring computation.
2. As it needs very brief answer, does not result in bringing boredom
and fatigue.
3. It is easy to construct.
4. It almost completely eliminates guessing as a factor in unreliability
and thus minimizes one of the most common criticisms of objective
tests.
5. Thus items are sufficiently reliable and highly valid.
6. The familiarity of facts and naturalness is measured.
7. It can serve the diagnostic purpose.
8. Quite comprehensive in covering the syllabus and testing of the
realization of the stipulated objectives.
9. The scoring and interpretation of the responses of the students do
not pose any problem.
Limitations:
1. Such questions test only the factual things and memory. The powers of
understanding, reasoning, application, interpretation etc. cannot be tested
through these questions.
2. Preparation of such items demands great skill and experience on the part
of the paper setter.
3. It is costly in terms of time and labor for its preparation.
4. Administration of such tests may also create so many disciplinary and
administrative problems. The mode of responses of questions may also drift
the students towards picking up unfair means.
5. If not properly constructed, scoring can be subjective.
Example:
Poor:
 What do we call the force of the water?
Better:
 What do we call the upward force exerted by the water?
Poor:
 What is the power of the Executive branch of government?
Better:
 What are the powers of President?

23
Enumeration
Enumeration type of test or exam is done by enumerating particular
answers to a particular question. And this type of exam is actually a gimme
(very easy). But this type of exam is very tricky also because you have to
memorize all the items that are included in a particular category or list.
Example:
1. List down the countries of ASEAN member
2. Enumerate the international organization in the world.
Selection-Type Test
True and False Test
In this type of test, the examinees determine whether the
statement presented is true or false. The true or false test item
is an example of a “forced-choice test” because there are only
two possible choices in these types of tests. The students are
required to choose the answer true or false in recognition of a
correct statement or incorrect statement. True or false type of
test is appropriate in assessing the behavioral objectives such
as “identify,” “select,” or “recognize.” It is also suited to assess
the knowledge and comprehension level in the cognitive
domain. This type of test is appropriate when there are only two
plausible alternatives or distracters.
Guidelines in Constructing True or False Test
1. Avoid writing a very long statement. Eliminate unnecessary word(s) in the
statement (be concise).
2. Avoid trivial questions.
3. It should contain only one idea in each item except for a statement showing
the relationship between cause and effect.
4. It can be used for establishing cause and effect relationships.
5. Avoid using opinion-based statements, if it cannot be avoided the statement
should be attributed to somebody.
6. Avoid using negative or double negatives. Construct the statement
positively. If this cannot be avoided, bold negative words or underlined it to
call the attention of the examinees.
7. Avoid specific determiner such as “never,” “always,” “all,” “none” for they
tend to appear in the statements that are false.
8. Avoid specific determiner such as “some,” “sometimes,” and “may” they
tend to appear in the statements that are true.
9. The number of true items must be the same as the number of false items.
10. Avoid grammatical clues that lead to a correct answer such as the article
(a, an, the).
11. Avoid statements directly taken from the textbook.

24
12. Avoid arranging the statements in a logical order such as (TTTTT-FFFFF,

TFTFTF,
TTFFTTFF).
13. Directions should indicate where or how the students should mark their
answers.
Examples of True or False Type of Test
Directions: Write your answer before the number in each item. Write T if the
statement is true and F if the statement is false.
T F 1. The test constructor should never phrase a test item in the
negative.
T F 2. Photosynthesis is the process by which leaves make a plant’s
food.
T F 3. The equation 4x + 7 = 3x - 9
T F 4. All parasites are animals
T F 5. A statement of opinion may be used in a true or false test item.
Advantages of a True or False Test
1. It covers a lot of content in a short period.
2. It is easier to prepare compared to the multiple-choice and matching type
of test.
3. It is easier to score because it can be scored objectively compared to a test
that depends on the judgment of the rater(s).
4. IT is useful when there are two alternatives only.
5. The score is more reliable than the essay test.
Disadvantages of a True or False Test.
1. Limited only to the low level of thinking skills such as knowledge and
comprehension, or recognition or recall information.
2. High probability of guessing the correct answer (50%) compared to multiple-
choice consist of four options (25%)
Matching Type
The matching type item consists of two columns. Column A contains the
descriptions and must be placed on the left side while Column B contains the
options and is placed on the right side. The examinees are asked to match
the options that are associated with the description(s).
Guidelines in Constructing Matching Type of Test.
1. The descriptions and options must be short and homogeneous.
2. The descriptions must be written on the left side and marked it with Column
A and the options must be written at the right side and marked it with Column
B to save time for the examinees.
3. There should be more options than descriptors or indicate in the directions
that each option may be used more than once to decrease the chance of
guessing.

25
4. Matching directions should specify the basis for matching. Failure to

indicate how matches should be marked can greatly increase the time
consumed by the teacher in scoring.
5. Avoid too many correct answers.
6. When using names, always include the complete name (first name and
Surname) to avoid ambiguities.
7. Use numbers for the descriptions and capital letters for the options to avoid
confusion to the students that have a reading problem.
8. Arrange the options into chronological order or alphabetical order.
9. The descriptions and options must be written on the same page.
10. A minimum of three items and a maximum of seven items for elementary
level and a maximum of seventeen items for secondary and tertiary levels.
Example of Matching Type Test

Directions: Match the function of the part of the computer in Column A with its name
in Column B. Write the letter of your choice before the number.
Column A Column B
_________ 1. Stores information waiting to be used A Central Processing
Unit
_________ 2. Considered as the brain of the computer B Hard Drive
_________ 3. Hand-held device used to move the cursor C Hardware
_________ 4. An example of an output device D Mass Storage
_________ 5. Stores permanent information in the
computer
E Mouse
_________ 6. Physical aspect of the computer F Monitor J Read-Only Memory
_________ 7. Used to display the output G Processor K Software
_________ 8. The instruction fed into the computer H Printer L Universal Serial Bus
_________ 9. Pre-loaded data I Random Access
Memory
_________ 10. Permits a computer to store large
amounts of data.
Advantages of Matching Type Test

1. It is simpler to construct than a multiple-choice type of test.
2. It reduces the effect of guessing compared to the multiple-choice and
true or false type of tests.
3. It is appropriate to assess the association between facts.
4. Provides easy, accurate, efficient, objective, and reliable test scores.
5. More content can be covered in the given set of tests.
Disadvantages of Matching Type Test
1. It measures only simple recall or memorization of information.
2. It is difficult to construct due to problems in selecting the descriptions and
options.
3. It assesses the only low level of the cognitive domain such as knowledge
and comprehension.
26
Multiple Choice
A multiple-choice test is used to measure knowledge outcomes and
other types of learning outcomes such as comprehension and applications.
It is the most commonly used format in measuring student achievements at
different levels of learning.
Multiple-choice item consists of three parts: the stem, the keyed option,
and the incorrect options or alternatives. The stem represents the problem or
question usually expressed in the completion form or question form. The key
option is the correct answer.
The incorrect options or alternatives are also called distracters of foil.
Guidelines in Constructing Multiple-choice Test
1. Make a test item that is practical or with the real-world about applications
to the students.
2. Use diagrams or drawings when asking questions about the application,
analysis, or evaluation.
3. When asked to interpret or evaluate quotations, present actual quotations
from secondary sources like published books or newspapers.
4. Use tables, figures, or charts when asking questions to interpret.
5. Use pictures if possible when students are required to apply concepts
and principles.
6. List the choices/options vertically not horizontally.
7. Avoid trivial questions.
8. Use only one correct answer or best answer format.
9. Use three to five options to discourage guessing.
10. Be sure that distracters are plausible and effective.
11. Increase the similarity of the options to increase the difficulty of the item.
12. Do not use “none of the above” options when asking for the best
answer.
13. Avoid using “all of the above” options. It is usually the correct answer
and makes the item too easy for the examinee with partial knowledge.
Advantages of Multiple-choice Test

1. Measures learning outcomes from the knowledge to evaluation level.
2. Scoring is highly objective, easy, and reliable.
3. Scores are more reliable than subjective types of tests.
4. Measures broad samples of content within a short time.
5. Distracters can provide diagnostic information.
6. Item analysis can reveal the difficulty of an item and can discriminate
against the good and poor performing students.
Disadvantages of Multiple-choice Test.
1. Time-consuming to construct a good item.
2. Difficult to find effective and plausible distracters.
3. Scores can be influenced by the reading ability of the examinees.
4. In some cases, there is more than one justifiable correct answer.
5. Ineffective in assessing the problem-solving skills of the students.
6. Not applicable when assessing the students’ ability to organize and
express ideas.

27
Guidelines in Constructing the Distracters

1. The distracters should be plausible.
2. The distracters should be equally popular to all examinees.
3. Avoid using ineffective distracters. Replace distracter(s) that are not
effective to the examinees.
4. Each distracter should be chosen by at least 5% of the examinees
but not more than the key answer.
5. Revise distracter (s) that are over attractive to the teachers. They
might be ambiguous to the examinees.
Evaluating the Affective Domain

The Taxonomy of the Affective Domain contains five levels, from lowest
to highest: receiving, responding, valuing, organization, and characterization
(Krathwohl et al., 1964; Anderson et al., 2001). This taxonomy was applied
to written self-evaluations to assess changes in affective learning. Each level
is described as follows (Krathwohl et al., 1964; Anderson et al., 2001):
Receiving: Awareness of the need and willingness to hear selected

attention, e.g., listening respectfully to others, listening for and remembering
names of newly introduced people.
Responding: Actively participate in learning, including responding to various
appearances. Learning outcomes may emphasize compliance in response,
willingness to respond, or satisfaction (motivation) in response. Examples
include participation in class discussions, presentations, questions to
improve understanding, and compliance with safety rules.
Valuing: It is defined as the ability to judge the worth or value of something,
including specific objects, phenomena, behaviors or information, and to
express it clearly from simple acceptance to a more complex state of
commitment. When a learner internalizes a particular set of values, these
value beliefs can usually be expressed by explicit and identifiable behaviors.
Organization: It is defined as comparing and classifying values, resolving
conflicts between them, and creating a unique value system with a primary
focus on comparison, relevance, and integrated values.
Characterization: It is defined as the establishment of a value system that
controls learner behavior, which is universal, consistent, predictable, and the
most important feature of learners. Teaching objectives involve individual,
social, and emotional patterns that learners adjust. For example, being able
to work independently, collaborate in group activities, use objective methods
to solve problems, practice professional ethics, modify beliefs and change
behavior based on new evidence, and value people beyond superficial
features.

28
What you have read it just a glimpse of the Assessment and Evaluation of Social
Let’s do and Science Learning. Let us put this ideas and concepts into meaningful learning and
realize the role of assessment into teaching. Construct an alignment of the intended
discover outcomes, grade level standards and scope of Araling Panlipunan in the
Intermediate Grades. Use the table below.
Concept Map
Performance Learning
Standard Competencies
Grade Content (PAMANTAYANG (PAMANTAYAN Strategies Assessment
(NILALAMAN) PANGNILALAMA) SA (STRATIHIYA) (PAGTATASA)
PAGKATUTO)
4

29
Accomplished the Worksheet No.1 Assessment and Evaluation of Social Science Learning.
The activity will evaluate if you will understood the lesson.
How much The following criteria may be considered in checking the output:
1. Content of the answers or alignments of the test to the competencies
you have
2. Logical organization of assessment test
learned? 3. Timeliness of the submission
4. Technicalities (spelling, punctuation mark etc...)
Classroom tests and assessments play a very important role in evaluating students’
performance. They provide relevant measures of learning outcomes. The main goal of classroom
testing and assessment is to obtain reliable, valid, and useful information about students.
The type of test should always match the instructional objectives posed during the delivery
of the instruction. The following will help you in choosing and developing assessment methods
appropriate for instructional decisions are an objective test, subjective test, performance
assessment, portfolio assessment, oral questioning, observation technique, and self-report.
Summary The different qualities of assessment tools are validity, reliability, fairness, objectivity,
scorability, adequacy, administrability, and practicality, and efficiency.
The basic steps in developing assessment tools are to examine the instructional
objectives of the topics previously discussed; make a table of specification; construct the
test items; assemble the test items; check the assembled test items; write directions; make the
answer key, and analyze and improve the test items.
 March, Colin. Teaching Social Studies. National Library of Australia, Prentice-Hall of Australia
 Calmorin L. P. Measurement and Evaluation, Third Edition. National Book store.
Required Mandaluyong City 1550.
Readings  Calmorin L. P. (2011), Assessment of Student Learning 1.Firts Edition. Rex Book Store, Inc
 https://www.education.vic.gov.au/school/teachers/teachingresources/practice/Pages/insight-
feedback.aspx
 http://maj-eln.blogspot.com/2014/02/blog-5-constructed-response-and-fixed.html
 https://www.slideshare.net/tandenise04/assessment-of-learning-in-the-cognitive-domain
 https://www2.ed.gov/pubs/OR/ConsumerGuides/perfasse.html
 https://www.slideshare.net/RichardAllenSantos/assessment-in-the-affective-domain-
58515399
 https://www.jstor.org/stable/1494419?seq=1
 https://teaching.utoronto.ca/teaching-support/peer-observation-of-teaching/part-iii-tools-
References instruments-observation/
 checklist in assessment and evaluation - Hanapin sa Google
 Assessment / Pedagogy / Senior social studies / Social sciences / Home - Senior Secondary
 Product and Performance Checklists in Social Studies Education: The Social Studies: Vol 70,
No 4
 2459-Main Article Text-6723-1-10-20200119.pdf
 Ch5.pdf
 9789264190658-7-en.pdf
 Unit-4.pdf
 Types of Recall Type Test: Simple and Completion | Objective Test

30
Feedback

31
Assessment and
Evaluation of Social Science Learning
1. Construct a test that is alignment of the intended outcomes that you created on
the first activity you created. In your constructed test some of assessment tools must
visible your Test. Included the TOS in your Test created using the following:
a) Curriculum Guide in Araling Panlipunan
b) DepEd references material or any other resources
c) Number of item 50

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MODULE 3 Assessment and Evaluation of Social Science Learning

ASSESSMENT AND EVALUATION IN SOCIAL STUDIES INST. JOY S. CASTILLO

Learning in Social Science

1. Knowledge. recall, remembering of prior learned materials in terms of facts,

2. Comprehension. Ability to grasp the meaning of material. It indicates the lowest

ASSESSMENT AND EVALUATION IN SOCIAL STUDIES INST. JOY S. CASTILLO

3. Application. The ability to use learned material in new concrete situation.

5. Synthesis. Ability to put parts together to form a new whole.

6. Evaluation. Ability to pass judgment on something based on criteria.

ASSESSMENT AND EVALUATION IN SOCIAL STUDIES INST. JOY S. CASTILLO

To further support to this lesson refer to this link:

ASSESSMENT AND EVALUATION IN SOCIAL STUDIES INST. JOY S. CASTILLO

Assessment in the Affective Domain

1. Receiving. It is being aware of or sensitive to the existence of certain ideas,

2. Responding. Is committed in some small measure to the ideas, materials, or

3. Valuing. Is willing to be perceived by others as attaching importance to certain

ASSESSMENT AND EVALUATION IN SOCIAL STUDIES INST. JOY S. CASTILLO

5. Characterization. By value or value set is to act consistently in accordance with the

To further support to this lesson refer to this link:

Observations: Opening/warm up — shared anecdote

Observations: Review of administrative details

Observations: Surveyed students to see what they remembered from

ASSESSMENT AND EVALUATION IN SOCIAL STUDIES INST. JOY S. CASTILLO

1. Specific feedback on elements identified in the pre-observation discussion.

ASSESSMENT AND EVALUATION IN SOCIAL STUDIES INST. JOY S. CASTILLO

SCORING RUBRICS FOR PERFORMANCE-BASED TASK

Scoring Rubrics for Group Work (Total Points = 30)

Rating Scales: Always = 5 Rarely = 1

Scoring Rubrics for Self-Assessment (Total Points = 25)

Rating Scales: Always = 5 Rarely = 1

ASSESSMENT AND EVALUATION IN SOCIAL STUDIES INST. JOY S. CASTILLO

SCORING RUBRICS FOR PRESENTATION OF REPORT

Rating Scale: 5 = Excellent

Clearly and well-organized, checklist serves the following:

ASSESSMENT AND EVALUATION IN SOCIAL STUDIES INST. JOY S. CASTILLO

1. to clarify the instructional goals and objectives

Assessment in Psychomotor Domain

2. Settings. The readiness of the mindset of students to action, including mental

4. Mechanism. The ability to have motor skills is an intermediate stage in learning

ASSESSMENT AND EVALUATION IN SOCIAL STUDIES INST. JOY S. CASTILLO

Example: Piano playing skills.

7. Origination (origination)/similar to naturalization. Demonstrate creativity, the

ASSESSMENT AND EVALUATION IN SOCIAL STUDIES INST. JOY S. CASTILLO

Informal Observation Techniques

Teacher Observation Checklists. An observation checklist identifies specific

ASSESSMENT AND EVALUATION IN SOCIAL STUDIES INST. JOY S. CASTILLO

Assessment of Individual Student

ASSESSMENT AND EVALUATION IN SOCIAL STUDIES INST. JOY S. CASTILLO

• Student summative assessment, or assessment of learning, aims to

Assessing Student Behavior

ASSESSMENT AND EVALUATION IN SOCIAL STUDIES INST. JOY S. CASTILLO

suggested studies should look for distinguishable differences in characteristics

Guidelines for Assessing Student Behavior

Hostility, verbal aggression, depression, isolation, and withdrawal are key

LEVEL I – WARNING SIGNALS WHAT I SHOULD DO?

LEVEL II – MODERATE RISK WHAT I SHOULD DO?

Vacant stares, crying, or deep sadness behavior.